Transition Is Never Easy—IEP Advice to a Middle School Teacherby Michael Gosse, PhD

Avoiding Stormy IEP Meetingsby Randy Chapman, Esq.

LAWS & LEGISTRATION

The Midas Touchby Marc Maurer

Textbooks on Time—Federal Fact Sheet

BRAILLE

A Parent’s Guide to the Slate and Stylus (Revised 2007)by Barbara Cheadle

Odds and Ends

2007
Convention Bulletin

Are you planning to come to the 2007 convention? Will you be bringing children
with you? Do you plan to attend events sponsored by the National Organization
of Parents of Blind Children at the convention? Then you need to read this bulletin.
We’ve included a checklist to help you organize your preparations:

Convention Preparations
Checklist:
___1. Call and reserve a room at the hotel. See details on this page. Deadline:
June 1.
___2. Preregister with the NFB. See page 2. Deadline: May 31.
___3. Register your child or children for childcare (NFB Camp). See pages 3,
4, and 5. Deadline: June 15.
___4. Preregister for the NOPBC events. See details on pages 6 and 7. Deadline:
June 15.
___5. Make your travel arrangements.

Atlanta Site of 2007 NFB Convention

The 2007 convention of
the National Federation of the Blind will take place in Atlanta, Georgia, June
30 through July 6, at the Marriott Marquis Hotel at 265 Peachtree Center Avenue,
Atlanta, Georgia 30303. For room reservations call (888) 218-5399.

The 2007 room rates are
singles, doubles, and twins $61 and triples and quads $66 a night, plus a 15
percent sales tax. The hotel is accepting reservations now. A $60-per-room deposit
is required to make a reservation. Fifty percent of the deposit will be refunded
if notice is given to the hotel of a reservation cancellation before June 1,
2007. The other 50 percent is not refundable.

Rooms will be available
on a first-come, first-served basis. Reservations may be made before June 1,
2007, assuming that rooms are still available. After that time the hotel will
not hold our block of rooms for the convention. In other words you should get
your reservation in as soon as possible.

Guestroom amenities include
cable television, coffee pot, iron and ironing board, hair dryer, and high-speed
Internet access. The Marriott has several excellent restaurants. The hotel is
currently undergoing renovations that will result in some alteration in the
configuration of these. We will report on the changes as the convention draws
near. It still features indoor and outdoor pools, solarium, health club, whirlpool,
and sauna.

We strongly recommend preregistering
for the convention itself online at <http://nfb.org/legacy/convent/preregistration2007.php>
or by mail any time starting March 1 and ending May 31. The 2007 convention
will follow what many think of as our usual schedule:

Saturday, June 30 Seminar
Day
Sunday, July 1 Registration Day
Monday, July 2 Board Meeting and Division Day
Tuesday, July 3 March for Independence and Opening Session
Wednesday, July 4 Tour Day
Thursday, July 5 Banquet Day
Friday, July 6 Business Session

2007 National Convention
Preregistration Form

Please use this form or
provide all the requested information.
Registrant Name ___________________________________________________(print legibly)
Address _________________________________________________________
City ____________________________________________________________
State ___________________________________ Zip ____________________
Phone __________________________________________________________

___ I will pick up my registration
packet at convention.

___ The following person
will pick up my registration packet:
Pickup Name ______________________________________

Please register only one
person per registration form.
One check or money order may cover multiple registrations.
Check or money order (sorry, no credit cards) must be enclosed with registration
form(s).

NFB
Camp: Childcare at the 2007 Convention

by Carla McQuillan

Programs and Activities: During convention
week, children six weeks through ten years of age are invited to join in the
fun and festivities of NFB Camp. NFB Camp offers more than just childcare; it
is an opportunity for our blind and sighted children to meet and develop lifelong
friendships. Our activity schedule is filled with games, crafts, and special
performances designed to entertain, educate, and delight. If you are interested
in this year’s program, please complete and return the registration form provided
at the end of this article. Preregistration with payment on or before June 15,
2007, is required for staffing purposes. Space is limited, so get your registration
in early.

About the Staff: NFB Camp is organized and
supervised by Carla McQuillan, the executive director of Main Street Montessori
Association. Operating three schools, parent education courses, and a teacher-training
program, Carla is the mother of two children, and a longtime leader in the National
Federation of the Blind.

Alison McQuillan--camp worker and teacher since 1998--will be
our activities director again this year. Over the years we have recruited professional
childcare workers from the local community to staff NFB Camp. Recently we have
determined that recruiting from our Federation families results in workers with
proper philosophy and attitudes about our blind children. Carla and Alison will
be supervising camp workers and all related activities.

Activities and Special Events: The children
are divided into groups according to age: Infants and toddlers, preschoolers,
and school-aged children. Each room is equipped with a variety of age-appropriate
toys, games, and books. Daily art projects will be prepared by Corrine Vieville,
a member of the Oregon affiliate. In addition, school-aged children will have
the opportunity to sign up for half-day trips to local area attractions. Some
of the planned events include walks to Olympic Park to play in the fountain,
and a trip to the Coca Cola museum. Dates, times, additional fees, and sign-ups
for field trips will be included in the registration packet. Space for special
events is limited to enrolled NFB Campers only, on a first-come, first-served
basis. On the final day of NFB Camp we will conduct a big toy sale--brand new
toys at bargain prices!

Banquet Night: NFB Camp will be open during
general convention sessions, division and committee meeting day, and the evening
of the banquet. Plenty of teens are always available to baby-sit during evening
and luncheon meetings. We will have a list of babysitters at the NFB Camp table
at convention.

Please use the NFB Camp Registration Form.

NFB CAMP REGISTRATION FORM
Completed form and fees must be received on or before June 15, 2007

Include description of any disabilities/allergies we should
know about: _________
________________________________________________________________
________________________________________________________________

Who, other than parents, is allowed to pick up your child(ren)?
______________
________________________________________________________________

Per Week: $90 first child, $60 siblings No. of Children______
$_________
(Does not include banquet)

Per Day: $20 per child per day No. of Days_____x$20 child $_________
(Does not include banquet)

Banquet: $15 per child No. of Children ______ $_________

Total Due $_________

We understand that NFB Camp is being provided as a service by
the NFB to make our convention more enjoyable for both parents and children.
We will pick up children immediately following sessions. We understand that
if our child(ren) does not follow the rules or if for any reason staff is unable
to care for our child(ren), further access to childcare will be denied.

NFB CAMP SCHEDULE
NFB Camp will be open during general convention sessions, division and committee
meeting day, and the evening of the banquet. Times listed are the opening and
closing times of NFB Camp. Children are not accepted earlier than the times
listed, and a late fee of $10 will be assessed for all late pick-ups. NFB Camp
provides morning and afternoon snacks. You are responsible to provide lunch
for your children every day.

NOPBC Conference Fees
This fee includes annual dues for membership-at-large in the NOPBC.
$15 one adult
$10 per teen for youth groups accompanied by chaperones
$25 families

Fee enclosed (make checks payable to NOPBC) $________________

Adult Name(s). Please include first and last names of each adult
and please check relationship or interest in the NOPBC:
1. ______________________________________________________
[ ] parent [ ] relative [ ] professional [ ] blind parent [ ] chaperone for
a teen group [ ] other

What
Can Blind People Do?

by Barbara Cheadle

The politically correct (PC) response to the question posed
in our title--What Can Blind People Do?-- might be a perky, optimistic, “Whatever
they want to do,” but if forced to give examples, I suspect most people would
come up short.

While the PC answer really is true, it’s not a very satisfying
response to those of us (parents of blind children, for example) who really
need to know more. After all, achieving independence and living a full life
has many components: a job, a family, personal independence, participation in
the community, hobbies, recreation, sports, leisure pursuits, travel, volunteer
activities, religious participation, activism, clubs, and much more.

Getting specific answers to this question is one of the many
reasons parents should attend a national convention of the National Federation
of the Blind (NFB). For over sixty years, the members of the NFB have been expanding
the frontier of what is believed possible for blind people to do in all areas
of life. One of the ways the NFB does this is through organizing special divisions
around specific topics. Here’s how these divisions work.

Each of the divisions is led by an elected president and board
of directors, and membership is based on interest, participation, and the paying
of annual dues. Currently, there are twenty-six active divisions, including
the National Organization of Parents of Blind Children (NOPBC). Each division
holds an annual meeting at the NFB convention. Some of them also sponsor special
workshops and/or other educational activities for their members at the convention.
Most of the divisions also sponsor listservs and a few of them organize special
events and/or conferences between conventions. And all of them have members
who are willing to provide support and information to each other and to parents
and their blind kids throughout the year.

So, how can parents tap into the knowledge, resources, and blind
role models these divisions can offer to families of blind children? This year
at the 2008 convention, the National Organization of Parents of Blind Children
is structuring our activities so that families can meet blind members from these
divisions, can attend division meetings, and otherwise participate in division-sponsored
activities or workshops. Division leaders will speak at the NOPBC conference
on Saturday, June 30th, the divisions will help sponsor and conduct activities
for children on Saturday, and the divisions will be ready to welcome families
to their meetings, most of which occur on Monday, July 2. More details are in
the NOPBC conference packets and on our NOPBC Web page at <www.nfb.org/nopbc>.
To request an NOPBC conference packet, please see the Web page or contact Barbara
Cheadle at 1800 Johnson Street, Baltimore, Maryland 21230; (410) 659-9314 extension
2360 or 2361.

The NFB Web site also publishes a list of divisions with contact
information. It is reprinted on page ____ of this issue as a resource and service
to our readers. Since the divisions are operated out of members’ homes and new
officers are elected annually, we recommend that you also check the Web site
for updates before calling. The list is available at <www.nfb.org/nfb/Divisions_and_Committees.asp>.

Some
People Just Get It

by Jennifer Dunnam

Reprinted from the Spring 2003 issue of the Minnesota
Bulletin, a publication of the NFB of Minnesota.

Editor’s Note: A resident of Minnesota, Dunnam
is the author of the NFB publication, The Slate Book, and is the manager
of Braille programs for the NFB Jernigan Institute. She also comes from a Federation
background; her parents, Sandy and Butch Dunnam, are longtime members and leaders
in the NFB in their native state of Louisiana.

Sometimes, in the course of the mundane acts of my day--walking
down the street, finding a seat on the bus, using stairs, opening doors--I feel
the constancy and magnitude of the need to educate the public about the capabilities
of blind people. Long ago I came to accept the ever-present possibility that
some ordinary, everyday movement of mine might prompt an anxious passerby to
try to protect me or make something easier for me. I know that the vast majority
of such instances involve people who want to do something good, and I do my
best to deal with them kindly while maintaining my dignity. But sometimes I
wonder inside if blind people’s efforts to educate the larger society are having
any effect at all. Will sighted people ever come to understand any of the reasons
why it might be preferable to let a blind stranger go her way without extra
interference? Not long ago, I got an answer.

One day, as I was walking down a hallway in the building where
I work, a man I didn’t know said, “excuse me,” as if he wanted to tell me something.
For a moment I thought to hurry on, but he didn’t seem anxious, so I was curious
and stopped.

“I know you don’t know me, but I’ve been hoping I’d see you
again.”

Before I had time to wonder if he was some kind of stalker,
he continued: “About two weeks ago, I saw you walking down this same hall. I
thought you might be about to bump into something, so I grabbed your arm. That
obviously startled you, because you jumped and jerked your arm away. As I thought
about it later, I realized that I had invaded your space, and I hoped I’d get
a chance to apologize to you sometime.”

I had forgotten the incident, but when he recounted it, it came
back to me: I’d been in a hurry to deliver something to an upstairs office,
and he seemed to come out of nowhere and firmly took hold of my upper arm. Usually,
when things like that happen, I remove my arm from the person’s grasp and politely
say something like, “Thanks, I’m okay,” but in this case, he had startled me
so much that I just yanked my arm out of his hand and scurried on my way without
saying anything at all. I knew he hadn’t meant it this way, but I had indeed
felt intruded upon. Would he have done that to a sighted woman?

But here he was now, weeks later, having thought this through.
Many times I had wished someone would just “get it” without my having to explain
it every time. Now that it had really happened, I hardly knew how to react,
but I did manage to express to him how much I appreciated his thoughtfulness
and that I hoped he wouldn’t worry about it anymore.

The exchange lifted my spirits for the rest of the day. It also
helped me remember that, relatively speaking, sighted people try to assist blind
people unnecessarily far less often than they just go their way and allow blind
people to do the same. Even in airports, where the sight of someone walking
independently with a white cane tends to cause great anxiety, the people who
accost us are outnumbered by the people who just go on about their own business.
This proportion is not a naturally occurring phenomenon; it is the result of
the concerted effort of thousands of blind people--both individually and collectively--blanketing
the country with good information and teaching people one at a time. My awareness
of all my fellow Federationists working along with me is one of the most comforting
things in my life.

A few days after the apology from the man in the hall, I was
boarding a bus on which there was standing room only. A few people kept offering
me their seats, which I refused with a smile and a thanks. But they kept insisting,
and after a while, the bus driver said, “She’s already said she’d rather stand,
now leave her alone.” What a contrast to the times when the bus driver is the
one insisting that someone give up their seat for me. It felt great to have
such an ally!

In no way do I believe that our education work is done. There
are still too many blind people without jobs because of employers’ misconceptions,
too many movies that are informed by and that perpetuate harmful stereotypes
depicting helpless blind people. But more and more, blind people are gaining
and demonstrating the skills and confidence they need to live freely in the
world. And, in turn, society is beginning to understand that people who are
blind have the same kinds of dreams and hopes, and deserve the same respect
and freedom, as everyone else.

More
to Life Than Meets the Eye

by Deborah Kent Stein

Editor’s Note: Sometime in the late nineties
a book was published that included a chapter written by Debbie Kent Stein, a
novelist and longtime leader of the NFB of Illinois. Several newspaper editors
in England contacted her to request permission to print versions of that chapter
as articles in their publications. The most accurate of these appeared in the
March 27, 1999, edition of the London Times. Soon after, that article
was reprinted in the June 1999 issue of the Braille Monitor, the monthly
publication of the National Federation of the Blind; and now we are reprinting
it. In this article, Debbie deals clearly and honestly with one of the most
difficult issues many blind people thinking about parenthood have to face. I
think her insight and compassion has something to say to parents whose blind
children, once grown, may one day face the same issue. This is what she says:

When I was only a few weeks old, my mother realized that I could
not see. For the next eight months she and my father went from doctor to doctor
searching for answers. At last a leading eye specialist confirmed everything
they had already heard by then--my blindness was complete, irreversible, and
of unknown origin. He also gave them some sound advice: they should help me
lead the fullest life possible.

Fortunately for me this prescription matched their best instincts.
As I was growing up, people called my parents “wonderful.” They were praised
for raising me “like a normal child.” As far as I could tell, my parents were
like most of the others in our neighborhood--sometimes wonderful and sometimes
annoying. And from my point of view I was not like a normal child--I was normal.
From the beginning I learnt to deal with the world as a blind person. I did
not long for sight any more than I yearned for a pair of wings. Blindness presented
occasional complications, but it seldom kept me from anything I wanted to do.

For me blindness was part of the background music that accompanied
my life. I had been hearing it since I was born and paid it little attention.
But others had a way of cranking up the volume. Their discomfort, doubts, and
concerns often put blindness at the top of the program.

Since one of my younger brothers is also blind, it seemed more
than likely that my unknown eye condition had a genetic basis. I never thought
much about it until my husband Dick and I began to talk about having a child.
Certainly genetics were not our primary concern. We married late (I was thirty-one,
Dick forty-two) and were used to living unencumbered. Since we both worked as
freelance writers, our income was erratic. We had to think about how we could
shape our lives to make room for a child, whatever child that might be.

Somehow blindness crept into our discussions. I do not remember
which of us brought up the topic first. But once it emerged, it had to be addressed.
How would I feel if I passed my blindness to our son or daughter? What would
it mean to Dick and to our extended families? What would it be like for us to
raise a blind child together? I premised my life on the conviction that blindness
was a neutral characteristic. It created some inconveniences such as not being
able to read print or drive a car. But in the long run I believed that my life
could not have turned out any better if I had been fully sighted. If my child
were blind, I would try to ensure that it had every chance to become a self-fulfilled,
contributing member of society. Dick agreed with me. We were deciding whether
or not to have a child. Its visual acuity was hardly the point.

Yet if we truly believed our own words, why were we discussing
blindness at all? I sensed that Dick was trying hard to say the right thing,
even to believe it in his heart. But he was more troubled than he wished me
to know. Once, when I asked him how he would feel if he learned that our child
was blind, he replied, “I’d be devastated at first, but I’d get over it.”

In retrospect I can appreciate the honesty of his words. Yet
he had not given the answer I had wanted to hear. I was blind, and I was the
woman he had chosen to marry, to spend his life with for better or worse. He
accepted my blindness naturally and comfortably, as a piece of who I was. If
he could accept blindness in me, why would it be so devastating to him if our
child were blind as well? “You know why,” was all he could tell me. “You have
got to understand.”

What I understood was that Dick was the product of a society
that views blindness, and all disability, as fundamentally undesirable. All
his life he had been assailed by images of blind people who were helpless, useless,
and unattractive--misfits in a sight-oriented world. I had managed to live down
those images.

Dick had discovered that I had something of value to offer.
But I had failed to convince him that it is really okay to be blind. I wanted
our child to be welcomed without reservation. I wanted Dick to greet its birth
with joy. I did not know if I could bear his devastation if our baby turned
out to be blind like me. In order to make a decision, we had to gather all the
facts. Before we carried the discussion any further, we needed to find someone
who could answer some critical questions.

On a sunny morning in October Dick and I set out to visit a
specialist who had been recommended to us. Perhaps I would learn at last why
I am blind. As we packed the car, Dick commented, “It’s going to be a long,
nervous day.” I could not have agreed with him more.

I expected a battery of tests. But the doctor dilated my pupils,
gazed into my eyes, and announced, “I’ll tell you what you have, and I’m 100
percent certain. You’ve got Leber’s congenital amaurosis.” Leber’s a genetic
condition, he explained, autosomal recessive in nature. Both of my parents carried
the recessive gene, and each of their children had a one-in-four chance of inheriting
the eye condition. What were my chances of passing Leber’s on to my own children?
I asked. The doctor explained that I would inevitably give one recessive gene
for Leber’s to my child. But unless my partner happened to carry the same recessive
gene, there was no possibility that our child would be affected. The chances
that Dick would prove to be another carrier were slight.

The discussion could have ended with that simple exchange of
information. But the doctor had more to say: “You have a good life, don’t you?
If you have a child with Leber’s, it can have a good life, too. Go home and
have a dozen kids if you want to.” Even from a complete stranger, those were
wonderful words.

The trip to the specialist cemented our decision to have a child.
Days after our daughter Janna was born, my mother and father flew out to visit
us. Mom helped with the cooking and housecleaning while I marveled at the extraordinary
new being who had entered our lives. I was too happy and excited to feel exhaustion.
I was not worried about Janna’s vision or anything else.

It was almost time for my parents to go home when Dick said
to my mother, “You’ve raised two blind children. What do you think--can this
kid see or not?” My mother said she really couldn’t be sure. Janna was hardly
a week old: it was too soon to tell. The day after my parents left, Dick found
the answer on his own. As Janna lay in his arms, awake and alert, he moved his
hand back and forth above her face. Distinctly he saw her turn her head to track
the motion. She saw his hand. She followed it with her eyes.

“She can see!” Dick exulted. He rushed to the telephone and
called my parents with the news. I listened quietly to their celebrations. I
do not know if anyone noticed that I had very little to say.

How do I feel about the fact that Janna can see? I am glad that
her world is enriched by color as well as texture and sound. And I am grateful
that she will never be dismissed as incompetent and unworthy simply because
she is blind. But I know her vision will not spare her from heartbreak; she
will still meet disappointment, rejection, and self-doubt as all of us must.

For me blindness will always be a neutral trait, neither to
be prized nor shunned. Very few people, not even those dearest to me, share
this conviction. Sometimes I feel a sense of failure when I run into jarring
reminders that I have not changed their perspective.

However, in recent years a new insight has gradually come to
me. Yes, my own loved ones hold the unshakable belief that blindness is, and
always will be, a problem. Nevertheless, these same people have made me welcome.
Though they dread blindness as a fate to be avoided at almost any cost, they
give me their trust and respect. I am not sure how they live amid these contradictions.
But I recognize that people can and do reach out, past centuries of prejudice
and fear, to forge bonds of love. It is a truth to marvel at, a cause for hope,
and perhaps some small rejoicing.

What
It Means to Walk with a White Cane

by Christopher Danielsen

Reprinted from the February 2007 issue of the Braille
Monitor, a monthly publication of the National Federation of the Blind.

Editor’s Note: Everything that sparkles is
not gold, and not everything you hear on television talk shows is true. Recently,
a young blind teen made quite a stir when he appeared on the Oprah Winfrey Show
and announced that he can navigate the world just fine without using a white
cane. Christopher Danielsen, editor of the NFB blog, Voice of the Nation’s
Blind, recalls his own ignorance and arrogance as a young blind teen as
he reviews and exposes the half-truths and mythology behind this sensational
headliner:

The public holds two beliefs about blindness that seem to be
mutually exclusive. One is the idea that blind people are generally helpless
and incompetent. This belief is prevalent, as evidenced by an unemployment rate
among blind people that stubbornly remains at around 70 percent. But coexisting
with this view is the seemingly incongruous conviction that the blind are endowed
with almost superhuman abilities. This belief arises from the myth that, when
a person has lost one sense, the remaining ones become sharper to compensate
for the lost sense--in this case eyesight. Thus the blind are believed to hear
better than the sighted, which accounts for the musical talents of famous blind
musicians like Ray Charles, Stevie Wonder, and Ronnie Milsap. It is also often
assumed that the blind must naturally have extra-sensitive touch in order to
read Braille.

Of course neither of these beliefs is accurate. The blind are
not helpless and incompetent, at least not when we have acquired effective training
in the alternative techniques of blindness. Nor are we superhuman; we have simply
trained ourselves to use our remaining senses in ways and with an attention
that the sighted do not usually employ. Our hearing is not sharper, but we are
likely to notice sounds that the sighted tune out because they deem them unimportant,
like traffic noise or the sound of an air conditioning unit at a building we
pass on our way to the store that serves as a clue to where we are on the route.
The fact that we are able to read Braille proficiently comes from practice and
training, not from magically altered nerve cells in our fingers.

But though the public’s belief in the uncanny perceptual abilities
of the blind provides little in the way of practical improvement to our lives--more
job opportunities, greater social acceptance, and the like--it persists, and
when the notion seems to be validated by a blind person, the media pounce on
the story.

The latest blind media phenomenon of this sort is fourteen-year-old
Ben Underwood of Sacramento, California. In the past several weeks Mr. Underwood
has appeared on the Oprah Winfrey Show, on the CBS Evening News,
and in a number of print newspaper and magazine articles. Mr. Underwood navigates
his neighborhood and high school by rapidly clicking his tongue and using the
echoes from the sound to determine what is around him. Using this technique,
he even zips around his neighborhood on roller blades.

Mr. Underwood’s seemingly uncanny ability to navigate exclusively
by sound has been dubbed by the media “echolocation,” which is the name given
by scientists to the ability of nocturnal creatures like bats to navigate by
emitting sonar signals at frequencies that are too high for humans to hear and
that allow them to locate and feed on flying insects. Some dolphins also use
echolocation to navigate through the water by making clicking sounds. With television
cameras recording the spectacle, Mr. Underwood went swimming with dolphins at
Sea World to compare their methods to his own. Young Mr. Underwood did not seem
to have any qualms about making a show of himself or about being compared to
bats or aquatic mammals.

The concept of using tongue clicks to navigate isn’t new; another
Californian, Daniel Kish, has been doing it for years and even teaches the technique
to other blind people to supplement their use of a white cane or dog guide.
Mr. Underwood has been using the technique since he was three, and, either through
extensive practice or uncanny aptitude, he does appear to navigate quite well,
at least within familiar environments. But unlike Mr. Kish, Underwood has publicly
disparaged the tool with which most blind people navigate: the long white cane.
With all the unrestrained hubris that only teenagers can regularly muster, Underwood
declared on the Oprah Winfrey program: “I will never use a cane. A cane is for
other people who cannot walk. I'm not falling over.”

This brash statement betrays both contempt for the long white
cane and ignorance about how it is actually used by blind people. Mr. Underwood
seems to confuse the long white cane used by the blind with support canes used
by those who have difficulty walking. He has apparently never considered the
idea that a white cane might provide even more information about his environment,
since he would be adding the sense of touch to the sense of hearing for a fuller
picture of what is around him. Nor does he seem to understand that the tapping
of a white cane serves the same purpose for a blind traveler as his tongue clicks;
the sound provides information about whether one is walking along a row of buildings
or in an open space and what kind of material one is contacting. A glass window
sounds different from a metal drainpipe.

Members of the National Federation of the Blind have often observed
that the wisdom of learning and using alternative techniques is not always immediately
apparent. I use a white cane every day, but I did not always do so. When I was
a child, I roamed my subdivision freely on foot, on my bike, and on roller skates,
using my hearing and limited light perception to navigate. Obviously I survived,
suffering only the customary scrapes and bruises of childhood. But when I began
to explore the wider world around me, with its busy intersections and large
buildings, I gradually realized that I could travel more effectively in unfamiliar
areas by using a long white cane.

My high school orientation and mobility instructor used to refer
to the cane as “your tactual digital extensor.” In using the word “digital,”
he was referring to the digits of the hand (fingers), not to modern technology.
And the phrase, though partly a joke, was intended to remind me that I needed
to think of the cane as a part of me, an extension of my hand that allowed me
to touch a larger piece of the world than I could without it. That same instructor
also taught me to listen to the way my cane taps bounced off objects, but he
never encouraged me to rely on my sense of hearing alone. He always reminded
me to pay attention to everything that my cane, in conjunction with my other
senses, was telling me.

Even then I didn’t fully realize the importance of what I was
learning or develop full confidence in the power of the white cane. It took
six months of training at the Louisiana Center for the Blind for me to integrate
the white cane fully into my everyday life. Since my time in Louisiana, however,
I have never ceased to carry my cane, and I have never regretted that decision.
The importance of the white cane is a realization for which I am profoundly
grateful to my blind brothers and sisters. My white cane gives me more freedom
than I ever had as a child when I did not carry it. Then I was limited to the
confines of my neighborhood, a familiar environment and one in which, I suspect,
watchful neighbors monitored my every move and would spring into action if I
appeared to be getting into danger. Now I can travel anywhere I please, whether
I have previously visited the place or not, with full confidence in my ability
to navigate efficiently and safely.

Mr. Underwood is fourteen years old, and like most people that
age he believes that he knows a great deal more than he actually does. As a
teenager it is also likely that he passionately wants to appear as much like
his peers as possible, and they do not carry canes (though it’s worth pointing
out that neither do they click their tongues as they walk). He will have to
discover for himself the limits of his own capabilities and how alternative
techniques can assist him best, just as all blind people must. (Despite his
disparagement of the white cane, he does use Braille and adaptive technology.)
Daniel Kish, the teacher of echolocation by tongue clicks, has met Underwood
and seen his echolocation abilities, and he suspects that Underwood will ultimately
find a white cane more useful when he visits unfamiliar places. Were it not
for the recent national acclaim he has received, Underwood might be just another
young blind person who needs to be urged, gently but firmly, to explore other
alternative techniques and to develop a positive philosophy about blindness--a
philosophy that brings him to the understanding that blindness is nothing to
be ashamed of and therefore there is no reason to avoid carrying a white cane
in order to appear not to be blind.

But Mr. Underwood’s national media appearances have fueled the
belief in the public mind that the white cane is a mark of inferiority. He has
inadvertently reinforced the distinction the public makes between extraordinarily
gifted blind people and so-called ordinary blind people. His statements imply
that the white cane is an inferior travel technique, a scarlet letter signifying
incompetence and dependence. This assertion cannot go unanswered.

It is self-evident that the white cane has proved a useful tool
to millions of blind people the world over. If it were not a useful tool, then
the cane could never have achieved broad acceptance among the blind. Blind people
who travel with a white cane navigate their environment with speed, confidence,
and safety. The white cane is a tool that provides mobility and independence
to blind people every day, and has done so at least since blinded veterans began
returning from the battlefields of World War II. Other alternative techniques
can supplement the white cane, but they will never replace it.

Precisely because it is such a useful tool, the white cane is
a symbol of competence and independence, not a badge of inferiority and incompetence.
The fact that the white cane signifies independent travel and civil rights for
the blind is enshrined in the laws of the United States. Generations of people,
blind and sighted alike, know what the white cane does and what it signifies.
Our testimony as blind people, whether in speeches and articles like this one
or in the simple act of walking quickly and confidently about our cities and
communities as we work, play, and worship, proclaims the truth about the white
cane to the nation and to the world.

Parent
Leadership Program

by Barbara Cheadle

In conjunction with the National Organization of Parents of
Blind Children (NOPBC), the National Federation of the Blind (NFB) department
of affiliate action has developed an exciting new leadership program for parents
of blind children. Funded by the national office of the NFB, this program was
launched at the 2006 convention with a core group of eighteen sets of parents
from almost as many different states. In exchange for funding to attend the
convention, these parents committed to building and strengthening the NOPBC
divisions in their states. Parents in the group were assigned mentors and attended
two special leadership sessions hosted in the affiliate action suite. The two
sessions concentrated on membership development, organization building, advocacy,
and mentoring.

Conference and individual calls to offer encouragement and guidance
followed in the fall. Then, in January, funding was once again provided by the
NFB for parents in the group to attend and participate in the NFB Washington,
D.C., Seminar. The four-day event included a special all-day session on the
nuts and bolts of running a parents division. Some of the topics covered were:
how to moderate a meeting, develop an agenda for meetings, conduct elections,
manage the treasury in compliance with state and federal laws governing nonprofits,
and more. Handouts included timeline charts for planning seminars and a starter
booklet for writing grants. Participants also toured the national headquarters
of the NFB in Baltimore and joined other delegates from their states to visit
their senators and congressional delegates to discuss the NFB’s 2007 priority
legislative issues for the blind.

Plans are already underway to continue the leadership program
at the 2007 NFB convention. Strengthening of our parent organizations in our
state affiliates will directly benefit blind children across the country and
will immeasurably benefit our NFB state organizations as well. Parents of blind
children joining with blind adults to accomplish the work of the Federation
will prove a formidable alliance indeed.

The comments below are edited from the evaluations we solicited
from the leadership participants after their attendance at the 2006 NFB convention.
The comments say it all, so here are Kris Shields and Elizabeth and Fernando
Valois:

Kris Shields, North Carolina. July 24, 2006The leadership team meetings were really instrumental in getting information
about what we would be expected to do once home. It gave us a great opportunity
to hear some ideas of what other chapters were doing and how to plan an event.
I really appreciated that there were state NFB presidents at our meeting as
well. It was nice to see that we were supported by the NFB and really a part
of them, and that they cared about our development.

The Cane Walk for the families was wonderful. There were so
many O&M instructors who were there to help. Our O&M instructor even
gave us her phone number so that we could contact her after convention if we
had any questions.

Attending the NFB convention was positively overwhelming. My
husband had to return for work Tuesday night. I was very sad that he missed
the session about the television makeover show where a blind mom was taught
cane-traveling skills and a playground was built. I cried throughout that entire
presentation, but not because of the show, although that was emotionally captivating,
but because of the response of the audience. As I sat in the midst of thousands
of blind adults and listened as they cheered this woman on to independence,
I was overwhelmed with the thought, “With these people and this group behind
my husband and me, how can we fail?” For the first time I felt as though figuring
everything out that we needed to do for Cindy was no longer ours to figure out
and fight for by ourselves.

I left with so many contacts of people who really care, who
have the first-hand knowledge to help us, and who are excited about helping
us lay the foundation that will prepare and propel our daughter to independence.
How can we ever say thank you enough for this incredible gift that we were given?
Thank you, Carol, Barbara, and Joanne for your leadership in developing this
program and getting funding for scholarships for families. Thank you to everyone
at NOPBC and the NFB who planned the events. And thank you to the NFB and to
everyone who helped fund our scholarship.

Elizabeth and Fernando Valois, New Jersey. August 1,
2006
We were very thankful that we were given the opportunity to participate in the
NFB convention this year. It gave us a chance to meet the leaders we have heard
so much about, such as President Maurer, and to meet new people, such as our
parent mentor from New York, Maria Garcia.

The convention re-energized us. It was the perfect opportunity
to renew our commitment and refocus on the important goals that lie ahead. It
was also an eye-opener. We realized that we had been getting too comfortable
in thinking that all things in Tomas’ education were going well when, in fact,
they are not. We were also surprised that so many parents were in the same situation
or worse. It made us realize that our goals for our son, Tomas, are the same
goals that most other parents have for their blind kids. That means when we
work together to achieve those common goals, we are also meeting our needs and
helping Tomas and ourselves.

We tried to participate in as many events as possible. The most
memorable were the Cane Walk and the IEP workshop. We felt a connection with
Brian, our O&M instructor for the Cane Walk. He gave us really worthwhile
advice to take back home. For example, our son Tomas had a cane with a tennis-ball-type
of tip. Brian showed us how the tennis ball tip interfered with the cane’s proper
use [as a source of sound and tactile feedback]. Tomas was used to having the
tennis ball tip on the end of the cane, but after one day [using a cane with
a metal tip], he stopped asking for the tennis-ball-tipped cane. Brian taught
us to not be afraid to question and evaluate actions that in the long run could
lead to poor judgment and poor training.

When we came back from the convention we contacted our school
district, which is initiating paperwork for O&M instruction to begin in
September. We arranged to meet with school staff so we could correctly instruct
them in the cane’s proper use and to encourage them to follow O&M instruction
and not teach or enforce inappropriate cane techniques.

The IEP Workshop for Dummies was very instructional and informative.
It was in the evening so no one was rushed. We were able to relax and the speaker
did not mind taking the extra time for questions and answers. We learned guidelines
and information that we can easily adapt to our son’s IEP and that we can pass
on to other parents with whom we come into contact at school.

In the parent leadership program our mentor Maria Garcia took
the time and effort as a mentor to instruct us, especially about how to coordinate
workshops and programs for parents. She encouraged us to attend the workshop
on emergency preparedness that she conducted. Her aim was to instruct us in
how to prepare and conduct a workshop. She showed us examples of past workshops
and programs and gave us many good tips and advice.

We definitely believe the program should continue next year
and we encourage families to attend. What we gained as a family is immeasurable.
Most of the time we are reminded of what Tomas hasn’t done or yet accomplished.
But at the NFB convention we were able to see possibilities. The convention
allowed us to expose Tomas to many positive role models and to create an atmosphere
of normalcy for him. We were so glad when we heard him scream out loud in happiness,
“Look at all these canes!” Walking with the cane was a normal occurrence at
the convention, and it seemed that the normalcy has continued at home. He demands
his cane all the time and he looks confident with it. This is why we tried to
attend as many convention functions as possible (even the banquet) with Tomas.
Even though we know that he did not understand President Maurer’s banquet speech,
“An element of justice,” he did listen. One day he will understand the words
and the words of other blind leaders. We want him to see, listen, and live all
these positive experiences.

Converting
Pail-Fillers to Fire-LightersThe Active Learning Agenda

Keynote Address by
Barbara Cheadle, President
National Organization of Parents of Blind Children
at the
North American Active Learning Convention
Oakland, California, February 3, 2005

Editor’s Note: A report on this conference
entitled “It Only Takes a Spark to Get the Fire Roaring” was published in the
Summer/Fall 2005, volume 24, number 2, issue of Future Reflections.
Back issues in print or cassette tape are available free from the NFB Independence
Market, (410) 659-9314, extension 2216. The article is also on the NFB Web site,
<www.nfb.org>, under Publications, Future Reflections.

We are achieving freedom and independence in the only way that
really counts--in rising self-respect, in growing self-confidence, and in the
will and ability to make choices. Above all, independence means choices…
--Dr. Kenneth Jernigan, “The Nature of Independence,” July 6, 1993

Ask a hundred people--that’s about the number of people in this
room, isn’t it?--for a definition of independence and you will get as many different
variations as you have people. Independence is a slippery term. Everyone not
only thinks they know what it is, but assumes that everyone else must view it
the same way. But as soon as the term is put to the test in its particulars,
consensus suddenly evaporates.

Take the teenage girl who has her new driver’s license and the
keys to the family car. “A-ha,” she thinks, “now I can go where I want to go,
when I want to go. Independence--at last!”

But then comes the first test of her definition of independence
and, you guessed it, she discovers that her parents had a very different definition.
Our very unhappy, very “grounded” teenager has plenty of time to consider the
pitfalls of assuming she knows what independence means.

The definition of independence with which I opened my speech
comes from a letter Dr. Kenneth Jernigan wrote to a group of blind rehabilitation
students in Louisiana. Those of you who are in the blindness field will know
of Dr. Jernigan, but there are others here who may not. Dr. Jernigan was, through
the decades of the sixties, seventies, eighties, and most of the nineties until
his death in 1998, the premier leader of the blindness movement in the United
States. Blind himself, his writings, speeches, and leadership of the National
Federation of the Blind (NFB) has forever changed how blindness is viewed in
this country. But back to our discussion of independence.

Few populations have struggled as much to define independence
as the blind and those professionals and agencies that serve children and adults
with blindness and visual impairments. In this instance the students, after
months of rigorous training in the use of the long white cane and full of the
novice’s pride in their newfound freedom of movement, wrote a letter to Dr.
Jernigan raising the question with him about whether blind people who traveled
with sighted assistance (sighted guide)--such as they had seen him do at an
NFB convention--were really independent. In response to this letter Dr. Jernigan
took that slippery term, independence, and broke it down into these four elements:
self-respect, self-confidence, the ability to choose, and the will to choose.

Today, I want to talk with you about that most fundamental element
of independence: choices.

Let’s begin with why you chose to come to this convention. The
organizers and hosts of this convention selected with extraordinary insight
and wisdom the convention theme of Lighting the Fire: Igniting the North American
Active Learning Agenda. The theme is based on the following quote from William
Butler Yeats, “Education is not filling a pail, but the lighting of a fire.”
I believe you have come to this convention because you have chosen--perhaps
consciously, perhaps unconsciously--to reject the pail-filling model of education
and to throw your lot in with the fire-lighting proponents of education. You
are a select group. Whether this is your first Active Learning workshop or your
fifth; whether you are a parent, a early-childhood specialist, a teacher of
the visually impaired, an occupational therapist, or one of those ubiquitous
“others;” you are here because you yearn to ignite sparks that will catch fire
and transform the lives of the children with whom you work or the child you
parent. That’s what I believe, and that’s how I intend to relate with you throughout
this convention: as colleagues in a movement to transform every pail-filler
into a fire-lighter, and we will begin with ourselves. But we will not stop
there. Please note that once the fire is lit within us, our purpose is to go
on and ignite the North American Active Learning Agenda. Or, as it is more sedately
described elsewhere in the agenda, “to plan the future of Active Learning.”
But I’ll talk more about that later.

Let me tell you how it is that I came to be here today. On one
level I am here because the leadership of the National Federation of the Blind--President
Marc Maurer--and the leadership of the National Organization of Parents of Blind
Children (NOPBC), of which I am the president and which is a division of the
NFB--have determined that Active Learning is important. As leaders we have exercised
our will and capacity to make choices and chosen to put our time and resources
into supporting and promoting this convention. We have put our name on it as
a sponsor; and our name and what it stands for, means a great deal to us.

But why me, and not another representative? I’m one of those
people that belong in the “others” category. I am a parent of a blind son, but
he does not have any additional disabilities. I have a teaching degree, but
I have never taught in the classroom. And I’m not a physical therapist, an occupational
therapist, a counselor, or any other kind of direct service provider of children
with blindness and additional disabilities.

But I am the president of the National Organization of Parents
of Blind Children (NOPBC) and the editor of Future Reflections, the National
Federation of the Blind Magazine for Parents and Teachers of Blind Children.
As such, I have certain responsibilities to the members who elected me and to
the 14,000 plus readers who seek information, guidance, and help. And, as you
know, somewhere between 40 to 60 percent of those members and readers have children
with additional disabilities. As our organization grew, and Future Reflections
became more influential and widely read, more and more parents were asking me
questions about what could be done for their multiply disabled children, and
I didn’t have answers.

The National Federation of the Blind was founded on the premise
that blind people have the capacity to make choices and determine their own
destinies. Blind people need the same opportunities to learn, to try, and to
succeed--or fail--just like everyone else. The Federation proclaims: It’s normal
to be blind. It’s respectable to be blind. It’s okay to be blind. I once heard
a blind member of the Federation put it this way, “There is no sighted world,
there is just one world, and blind people belong in it.” Everything in me said
that this must be true for blind and multiply disabled children, too--but parents
needed practical answers and specific strategies. Could their child learn? And,
if so, how?

It was with these unanswered questions in mind that over ten
years ago I went to Dr. Jernigan and asked him to authorize NFB funds to send
a representative to the Lilli Nielsen workshop in Michigan. You see I had read
about the Little Room. I had even corresponded with Lilli and published an article
about the Little Room and about her first conference in the United States. But
I needed to know more. Maybe, just maybe, this Lilli person was onto something.

Dr. Jernigan didn’t need much explanation or persuasion about
the importance of this venture. The question was, who should go? As much as
I wanted to go myself, I was willing, if we could only send one person, that
that person be a parent leader with a multiply disabled child or maybe a special
education teacher. But Dr. Jernigan pointed out that if it was potentially this
important, then I needed to go, for through my leadership roles I would have
the most influence in spreading the information on a large scale. In the end,
the NFB sent two of us--Loretta White, a special educator who is also the parent
of a multiply disabled blind child, and me.

After the very first day of that conference, I knew that this
Active Learning stuff was really big, really important. Everything Lilli said
resonated with me. It connected with all that I had learned from the Federation
about the right--the need--for blind people to do for themselves, to make their
own choices. Just as the average blind child needed special tools and alternative
techniques--such as the long white cane and Braille--to achieve self-determination
and independence, so too did the blind, multiply disabled child need special
materials and tools--such as the Lilli Nielsen Little Room and resonance board--in
order to learn. But, as important as these tools and materials are, what was
most important was the recognition that the foundation of learning for all children--blind
or sighted, with or without additional disabilities--was self-initiated movement.
And there can be little or no self-initiated movement without, you guessed it,
choices.

What is the Little Room all about? It is about choices and self-initiated
movement. The Little Room provides an environment that allows the multiply disabled
blind baby or child to learn incidentally, spontaneously through his/her own
self-directed movements. No one selects a toy or object and places it in the
child’s hand. Instead, in the Little Room the child is surrounded with a rich
array of carefully selected everyday objects and the slightest movement by the
child will immediately put her/him in touch with them, and so begins the process
of self-discovery, and the real learning--not training, not rote compliance
to a prompt, but real learning--begins. It’s the child that makes the decision
to reach out and investigate, and the child that carries through with that decision.

For me, the immediate and striking parallel between what happens
in the Little Room for blind kids who are not yet mobile, and blind children
who are ready physically and cognitively to walk and move about in the larger
world, is the long white cane and the mobility approach developed by the NFB
called Guided Discovery. As in the Little Room, the instructor using Guided
Discovery does not spoon-feed or train the student in a memorized route, rather
the blind student learns to explore the environment through his/her own initiative
and self-directed movement. You can learn more about this approach from Joe
Cutter’s workshop later in this convention.

The demonstrations of the Little Room and the effectiveness
of the hands-off-the-hands strategy were so innately sensible, the stories and
videos so dramatic and compelling, that I became, like many of you here today,
an instant fan of Lilli’s and a staunch advocate of Active Learning. Most importantly,
I came away with the firm conviction that in the essentials, the goals and purposes
of the Active Learning agenda and those of the NFB and the National Organization
of Parents of Blind Children are harmonious and complimentary. In the years
that followed my attendance at Lilli’s workshop, I have published articles about
Active Learning principles in Future Reflections, conducted workshops at our
national conventions in which we used and promoted Active Learning principles
and materials, and recommended Active Learning principles and materials to parents
and teachers from all over the country. In the NOPBC and the NFB, the principle
of hands-off-the-hands struck an immediate and responsive chord with the blind
members of the NFB. Lilli’s article about “Guiding Hands” is a key article in
the early childhood packet we give out year after year to hundreds of parents
of young blind or visually impaired children. The strategy of respecting the
child’s autonomous use of their hands is so essential that it was specifically
addressed in the training the NFB Jernigan Institute provided to the NASA employees
last summer who participated in the Institutes’ Science Academy for blind youth.

Although I am not in the classroom and working daily with children,
I do have opportunities from time to time to personally demonstrate Active Learning
approaches--especially the approach of keeping your hands off the child’s hands.
I always find this an awkward principle to explain, but an amazingly easy one
to demonstrate. This principle too is all about self-initiated movement and
therefore also about the will and the ability to make choices and about independence.
One demonstration can be very dramatic, which is good. The more dramatic the
more likely the parent and/or teacher will embrace and adopt Active Learning.
Here is a very dramatic example about a little boy (I’ll call him Kenny) that
I had the chance to meet not long ago.

It started with a phone call from a grandmother who was raising
her blind, developmentally delayed grandson. She lived in the area and had heard
about the Braille storybook program sponsored by our local Federation parents
group. This was her first contact with the NFB, and she was eager to learn all
she could. However, she explained that her grandson was not walking or talking
and was considered mentally retarded. She often thought he could be doing more,
but she didn’t know what to do and neither did those who were working with him
in his educational program.

I urged her to come to the storybook hour and to bring her grandson.
The program was as much an opportunity for families to network as it was for
the kids to hear a story. It was also a good chance for her to see and interact
with blind people of all ages--the children who come with their parents and
the blind teens and adults who come to be “buddies” with the younger kids. (Blind
role models are an important part of every program we conduct in the NFB for
children and families.)

When they arrived, Kenny, who was small for his age, was scrunched
up in one of those umbrella-type strollers. And what was so striking--and Lilli,
you and others here will understand this--his hands were clenched into tight
little fists right up by his ears; it was as if they were locked in place. And
yet on his face was a look of interest, of engagement, perhaps even of curiosity.
The grandmother was a little late so we didn’t have time to talk before our
blind teen began to read the storybook. Each child had his/her personal copy
of the print-Braille storybook and a blind mentor sitting with him/her. The
mentor helped the child find and follow the Braille with their fingers and turn
the pages at the right time. Of course, the grandmother wanted desperately for
her little boy to participate like the other kids. She kept trying to tug his
hands down to put them on the book, and the more she tugged, the more Kenny
resisted, and finally he began to fuss. And I was thinking, “Oh, Lilli, I wish
you were here!” Finally, I convinced the grandmother that it was okay for Kenny
to sit and listen, and she stopped tugging on Kenny’s hands.

After the story was over I had, at the most, thirty minutes
to talk with the grandmother while the other kids with their mentors and parents
had their snack and started a craft. In my mind, I was asking myself, “What
can I do that will have the biggest impact?” I didn’t have a Little Room or
a resonance board, and I didn’t have Lilli looking over my shoulder. I finally
decided to focus on the principle of hands-off-the-hands. But my real audience
was Kenny. As I explained to the grandmother the importance of never guiding
his hands, how there were other, better ways to encourage Kenny to reach out,
I gently dangled and fluttered my fingers--like an object hanging from a Little
Room--against Kenny’s head just above one of his clenched fists. It only took
seconds for him to notice the touch, and soon his face was shining with curiosity
and pleasure. I interspersed my conversation with comments to Kenny, “Oh, do
you like that? Do you feel that? I wonder what it is!” Within moments, he unclenched
his fist and his hand shot up to find and grip mine. I exclaimed in delight,
and we started our game. He would grip and release, and find my fluttering fingers
again. He was smiling and crowing in glee, and I was laughingly responding with
encouragement and praise. Before we finished our game, Kenny gripped both my
hands, stiffened his legs, heaved himself out of the stroller, and astonished
us all--including him--by attempting to take a step. The grandmother was in
tears. Never had he shown this much self-initiated action. Never had he voluntarily
uncurled his fists to reach out for anything--but then again, never had he been
“invited” to do so. He had always had things done to him, and never been given
the choice and the opportunity to reach out and exercise self-initiated action.

In some ways, this is a wonderful story about the power of Active
Learning. In another way, it is a sad one because I cannot tell you how Kenny
is doing today. His grandmother contacted me a couple of times after that encounter,
but then she dropped out of sight, so to speak.

But some parents stick with it, and I have followed them in
their journey with Active Learning. One friend has a blind daughter with Asperger’s
(autism), mild cerebral palsy, a hearing impairment, and a learning disability.
This friend also has four other children with a range of various disabilities.
The most involved is a girl I’ll call Amanda. Amanda is deaf, has profound mental
retardation, and has extreme physical limitations. Although my friend used Active
Learning principles with good results with her blind daughter, it has been most
beneficial with her daughter Amanda. Amanda can feed herself and does so routinely--at
home. She can take off her coat by herself--at home; and cooperatively helps
others dress her as much as her physical limitations allow--at home. At her
new school, it’s a different story. Although Amanda has these skills, and will
do them in the context of an environment that respects her autonomy and her
right to choose, the school wants her to perform these skills upon demand for
their convenience: in other words, they want a trained, compliant student. And,
as you might guess, Amanda is having none of it. Their demands and disrespect
leave her only two choices: she can express her anger at their disrespect and
refuse to comply, or she can submit. I am not picking on educators--I know there
are Active Learning practitioners in this room who could tell the same story,
simply flipping the role of parents and educators.

And that brings me back to our convention’s theme: “Lighting
the Fire: Igniting the Flame of the North American Active Learning Agenda.”
What will we choose to do--you and I--about the future of Active Learning in
this country? What can we do to make it possible for your child or students--children
like Kenny and Amanda--to have the benefits of Active Learning?

It is instructive, I think, to consider both the obstacles and
assets in achieving that goal. It may come as no surprise to you when I say
that there are forces and trends in our larger culture that are working against
us. For example, I have read that the average child spends four-and-one-half-hours
a day in front of the TV or in front of the computer screen. When they are active,
it is in adult-dominated, highly structured, and organized activities such as
soccer, ballet, gym class, swimming classes, basketball, and so forth. There’s
nothing wrong with these activities, except that children also need a good deal
of unstructured time or free play. That’s where and how spontaneous learning,
self-reliance, problem-solving, and the capacity and will to make choices--that
is, the development of independence--take place. At one time in our culture,
children had plenty of opportunities even during the school week for unstructured
free play--we called it recess. However, as more and more legislative requirements
are pressuring schools to raise test scores--and punishing schools who do not
meet certain standards--more and more schools have been cutting back on the
amount of recess, many eliminating it entirely. The Atlanta, Georgia, school
system led the way when it became the first (note, not the last and certainly
not the only) large public school system to eliminate recess entirely throughout
its system. Fortunately, there is a counter grassroots movement afoot. There
is an association for the promotion of free play that began in Denmark, and
three states in our country have passed legislation requiring that schools keep
recess in the school schedule.

In one respect, the Active Learning agenda movement may help
lead the country back to a healthier learning environment for all children.
If so, this will not be the first time that an invention or program for the
blind benefited the larger society.

But we also have assets, and those assets are more than enough
to overcome the obstacles. This convention is proof of that. What are those
assets? They are in us: our brains, our strength of purpose, our perseverance,
and our capacity to work together collaboratively to achieve a common goal.

I think Dr. Marc Maurer expressed it best in his 1991 banquet
address at the National Federation of the Blind convention. In talking about
how ideas can change history, he said:

In a fireplace one log by itself, regardless of how big, will
almost certainly fail to burn. There must be at least two. The flame from one
is reflected by the other. The brightness and heat come from the space between
the logs, the reflection of the flame.

As it is with flame, so it is with ideas. A new idea has only
a limited time to take fire, to catch the imagination of the public and burn.
And if the flame is to be reflected--the kindling point sustained--more than
a single person is required. There must be two, five, ten--at least a handful--to
build the heat and speed the process. Regardless of its merit, if an idea (once
ignited) fails to reflect the flame of group interaction, its time will soon
pass, and it will disappear into insignificance and be forgotten. Of course,
an idea can be revived (many times, in fact, if the need is sufficiently urgent),
but the process must always begin anew. And if the idea is to live and prosper--if
it is to make a meaningful difference in the lives of people--all of the elements
must be present: the idea, a leader, and at least a handful to reflect the flame.

The sponsor of this convention has set forth for us an ambitious agenda indeed.
But we have the means to accomplish it. We have the idea--Active Learning. We
have not just one leader in Lilli Nielsen, but we have at this convention many
leaders of Active Learning. And there are many more than a handful of us in
this room and around the world to reflect the flame. It is our responsibility
and obligation--whether it be as a parent to our child, a teacher to our students,
or as a part of all those “others” who care about children and learning--it
is our responsibility to reflect the flame of Active Learning. Thank you.

More information about the educational approaches and equipment developed by
Dr. Lilli Nielsen is available from:

Patterns
of Behavior

by Carla McQuillan

Editor’s Note: Carla McQuillan’s list of credentials
and accomplishments as an educator is long and impressive. She is the executive
director of Main Street Montessori Association in Salem, Oregon, and she operates
three private school facilities. In addition, the association hosts an annual
professional Montessori conference, at which McQuillan has presented many workshops
and a keynote address. Blind herself, McQuillan has a particular passion for
sharing her knowledge with parents of blind children. Here is what she has to
say about patterns of behavior in very young children:

If we understand that a child works to perfect the adult she
or he will become, then we must look at the patterns of behavior that emerge
in childhood as indicators of the adult personality. This perspective requires
that we consider more seriously the impact that the child’s environment will
have on the developing young mind and spirit.

Children two to six years of age are attempting to understand
the ways of the world. Everything is foreign and new to them. They must, therefore,
process information by sorting and categorizing details as they construct their
perception of the world. In essence, every interaction and communication is
processed by the child and given some meaning. The child looks for repetition
in order to confirm general knowledge.

This is particularly important when considering the parents’
interactions with their blind child. Rather than providing opportunities for
the child to try to integrate itself into the environment, the parent attempts
to serve as the primary link between the blind child and the sighted world.
This is understandable, as it is the wish of every parent to help their child
in a smooth, easy transition into society. However, this is often magnified
in the case of a blind child. It causes the child to become dependent on another
individual to make connections for him that, ultimately, he should be making
for himself.

For example, a three-year-old blind child is playing with a
favorite toy. The child sets it down and then later wishes to play with that
toy again. Rather than expecting the child to use blindness skills to search
for the toy, the parent readily retrieves it and puts it back in the child’s
hand. For a young child, who has no prior knowledge or value system, the child
comes to believe that what she absorbs from the environment is true and culturally
acceptable. Imagine this child as an adult: she has developed the perception
that she is not responsible for keeping track of her possessions. After all,
when she needs or wants something, there is always a sighted person to bring
it to her.

Most adults do not realize the significance of their day-to-day
interactions with young children. We tend to view things in the moment rather
than evaluating the long-term effects of our words and actions.

Take, for example, the three-year-old who asks mom for a cookie.
The mother says calmly, “No, it’s too close to dinner.” The child begs and pleads
saying he’s hungry, he needs a cookie, he wants a cookie, can he just have one,
he promises he’ll eat dinner, etc. After several negative responses from the
mother, she becomes weary of the pleading and finally gives in to the child’s
demands. “All right, just one, and then I don’t want to hear another word out
of you.”

Consider the lesson the three year old has learned:
· No doesn’t always mean no.
· If I whine and beg, I am likely to eventually get what I want.
· If I persist and can evoke emotional responses in my mom, I can control
her behaviors.

None of these are lessons that the mother intended to teach.
She agreed to comply with the child’s wishes out of frustration and convenience.
Much of our behaviors as adults are influenced by our emotions and what is in
our best interest for the moment. We need to take a closer look at what characteristics
we ultimately wish to develop in our children and conscientiously act accordingly.

Start by making a list of all the traits and characteristics
that you would like your child to develop and possess as an adult. If you are
like most people, your list includes such attributes as: responsible, organized,
compassionate, respectful, considerate, confident, etc.

Next, carefully evaluate the way that your child behaves and
interacts with you and others. Ask yourself if you are encouraging the characteristics
that you desire or if you are facilitating the development of less positive
patterns of behavior.

Our children behave precisely as we have trained them. It is
our responsibility to help them develop positive patterns of behavior that will
enable them to be competent, capable, contributing members of our society when
they reach adulthood.

National
Federation of the Blind makes
MATHCOUNTS Materials Accessible

Editor’s Note: Under the direction of public
relations officer, John Paré Jr., the National Federation of the Blind
has been blitzing the media in recent months with press releases about our many
exciting new initiatives. To Paré, who was a blind leader of the NFB
in Florida before he joined the national staff, writing these press releases
is more than a job; it is an opportunity to share his personal belief in the
programs of the NFB with the public. Here is a recent press release from his
office about an initiative of interest to parents and teachers of blind children:

As part of its continuing effort to improve math education for
blind students, the National Federation of the Blind Jernigan Institute announced
shortly before the new year that it has partnered with the MATHCOUNTS Foundation
to produce challenging mathematical materials in accessible formats. Through
a contract with GH Braille <www.ghbraille.com/company>, the National Federation
of the Blind (NFB) has prepared Braille-ready files of the 2006-2007 MATHCOUNTS
School Handbook, which is used by teachers across the nation to supplement
the middle school math curriculum and prepare students to participate in MATHCOUNTS
competitions.

The Braille files of the MATHCOUNTS handbook contain both the
full text of the book and tactile representations of the graphics contained
in it, which can be printed with Braille embossers. Students or their teachers
can download the Braille-ready MATHCOUNTS School Handbook from the Web site
of the MATHCOUNTS Foundation at <http://www.mathcounts.org/>.

“The greatest challenge for blind students who want to excel
in math is obtaining materials in accessible formats,” said Mark Riccobono,
director of education for the Jernigan Institute. “By producing the MATHCOUNTS
School Handbook in Braille, we are filling a need for supplemental math
study materials and paving the way for blind students to participate in local,
state, and national MATHCOUNTS competitions. Our goal is to help prepare blind
students to pursue and excel in careers relating to science, technology, engineering,
and mathematics.”

Larry Jacobson, Executive Director of the MATHCOUNTS Foundation,
said: “We are very grateful to the National Federation of the Blind Jernigan
Institute for helping us fulfill our mission to increase enthusiasm for and
enhance achievement in mathematics among all U.S. middle school students. The
NFB provided the expertise necessary to make these materials accessible to blind
students, making a valuable contribution not only to the education of the blind
but to the advancement of mathematical education throughout society.”

Dr. Marc Maurer, President of the National Federation of the
Blind, said: “Blind students have traditionally been discouraged from pursuing
the study of mathematics or hampered unnecessarily in their studies by the lack
of accessible materials. We are committed to removing the barriers that limit
the participation of blind students in math and science, and making the MATHCOUNTS
School Handbook accessible is a manifestation of that commitment.”

About MATHCOUNTS
MATHCOUNTS is the nation’s premier middle school math enrichment, coaching,
and competition program. Each year, it provides every U.S. middle school with
free creative curriculum materials meeting National Council of Teachers of Mathematics
standards for grades 6-8. With the generous support of all MATHCOUNTS sponsors
and volunteers, and leadership of the National Society of Professional Engineers
at the local and state levels, MATHCOUNTS is providing today’s students with
the foundation for success in science, technology, engineering, or mathematics
careers.

For more information about the efforts of the NFB Jernigan Institute
to increase opportunities for blind students to access math and science instruction,
please see the Web site <www.blindscience.org>. Mark Riccobono, Director
of Education for the Jernigan Institute, may also be contacted at 1800 Johnson
Street, Baltimore, Maryland 21230; (410) 659-9314, extension 2368; <mriccobono@nfb.org>.

The
Teaching Cane

by Mary Jo Thorpe, NOMC

Editor’s Note: Mary Jo Thorpe is part of the
Education Team at the NFB Jernigan Institute.

If valuing the blind child’s independent movement and travel
is simple to understand, why do so many parents find independent movement and
travel more difficult to achieve for their blind children? It has been my experience
that the most formidable obstacle to valuing independent movement and travel
in the blind child is negative attitudes.
– Joseph Cutter from Independent Movement and Travel in Blind Children:
A Promotion Model

In the education of blind children, including early intervention,
certain practices and concepts sometimes take on specialized jargon, making
them sound more sophisticated. We see this in discussing orientation and mobility
for blind children. Apparently the more elaborately we package the concept and
the more complicated the practice, the more validity it is perceived to have.
This leaves the blind child’s most important teachers, the parents, feeling
inadequately prepared to raise their child.

Joe Cutter, a pioneering specialist in pediatric orientation
and mobility (O&M), has done much to demystify the concepts around teaching
orientation and mobility to blind children and to empower parents to promote
independence in their blind child. Mr. Cutter has presented professional workshops
around the country and in Canada. He has also helped develop early childhood
orientation and mobility and early intervention programs in several states.
His credentials include over thirty-five years of experience as an O&M instructor,
certification as a teacher of the blind and visually impaired, and a master’s
in teaching the developmentally handicapped. Informed by the experience of skilled
blind travelers, Cutter has developed a unique and highly effective approach
to independent movement and travel for children. Mr. Cutter brings a child-centered
perspective to his teaching, promoting independent movement and travel from
an early age. An advocate for parental involvement, he encourages parents to
trust their own expertise as their children’s first teachers.

With the aim of empowering independent travel in blind children
and promoting innovative practices, Joe Cutter will release a book this year
titled Independent Movement and Travel in Blind Children: A Promotion Model.
This book synthesizes Cutter’s years of professional experience, sound early-education
practices, and the collective experience of skilled blind travelers in a way
that will expand the perspective of parents and professionals alike. To provide
a glimpse into Cutter’s revolutionary book and to help demystify independent
movement and travel in young blind children, this article discusses a technique,
the teaching cane, that Cutter has taught parents to use effectively. He introduces
it in Chapter Four.

In providing background on the teaching cane, Cutter writes:

As a sighted, conventionally trained O&M specialist, the
thought of using a cane in instruction to teach blind children never occurred
to me for twenty years. I was trained to use my sight to monitor the movements
of blind children. Blind children had their canes, and I had my sight. The thought
occurred to me for the first time when, observing blind travel instructors teaching
blind students, I began to realize the attunement between the student and the
blind instructor. Blind cane travel instructors were using their canes not only
for their own travel, but also to give information and role model positive cane
travel skills for their students.

Despite this revelation, it was a year, Cutter explains in his
book, before he would alter his teaching strategy. Here’s how he describes that
first experience:

I was going down a hall in an elementary school, walking with
my student to her class, as we were going to do a little show and tell about
the cane. I took out a telescopic cane from my briefcase to show her the cane
I would be using for the cane demonstration to her classmates. I tapped it on
the floor and walked with her as she used her cane. This student broke into
a beautiful smile and said, “You use a cane too, Mr. Joe?” … I explained that
because I was sighted that I use my vision for travel but a cane for demonstration
purposes like we were going to do today with her classmates.

Then an idea came to me. This student had been having difficulty
with sliding and tapping her cane wide enough for adequate ‘coverage.’ I asked
her to listen to my tap and think about the sound my cane made and if she could
do the same. Within one minute this kindergarten child expanded her coverage
to an adequate width. I never had to place my hand over hers or physically monitor
her movement in any way. She simply heard my cane, internalized the information,
and developed a new motor plan. This is an example of bottom-up learning that
this child exhibited and taught me. From then on I had a new teaching strategy
and teaching tool, the “teaching cane.”

After Cutter became comfortable with this new teaching strategy,
he passed his knowledge and experience with the teaching cane on to parents
and finally to classroom teachers and instructional assistants of blind students.
Cutter explains that through this process, “Cane travel was demystified as I
‘role-released’ my O&M information and teaching cane to the significant
others in the blind child’s life.”

Cutter’s teaching-cane technique puts a cane in the hand of
the parent, sighted or blind, in order to model cane-travel techniques for the
blind child. When the parent is using the teaching cane, the blind child holds
the shaft of the cane to observe the movements the parent is making with the
cane. Alternatively the parent can use the teaching cane while the blind child
uses his or hers. This modeling technique allows the parent to play a vital
role in helping the child to develop early movement and exploration. Through
this developmental process, which Cutter calls the “bottom-up approach” (also
explained in greater detail in the book), young blind children, including toddlers
and preschoolers, begin to develop a kinesthetic approach to the world from
the information their senses take in and from the feedback they receive from
a push toy or a cane. Because young children are still mastering gross motor
skills, the teaching cane allows parents to model these skills as well as to
preview the necessary fine motor skills the child must learn.

The teaching cane also allows the parent to provide the child
with a constructivist learning experience in which the child can feel successful.
For example, a parent can demonstrate a technique such as sliding the cane in
order to distinguish textures or surfaces or model how to problem-solve the
identification of obstacles by probing with the cane around the obstruction.
As a child holds the cane with the parent, he or she can observe the benefits
of the cane and appropriate cane technique and build on the developmental schema.

Another aspect of the teaching cane is the way in which its
use can help to instill a sense of normalcy for the child. If a child is exposed
to the cane early on, it becomes a natural part of the environment, an extension
of the self. In addition, seeing the parent using a cane can also help diminish
any potential fears or self-consciousness the child may develop from being the
only one with a cane. Parents can help to establish a child’s confidence and
trust in the cane since he or she naturally trusts the parents’ judgment. Seven-year-old
Anthony Tumminello illustrates the way early exposure to cane use can promote
greater confidence and positive attitudes:

My name is Anthony Tumminello. I am seven years old and in first
grade at Cozy Lake School in Oak Ridge, New Jersey. I am here today to tell
you about how I get around with my cane. I’ve always had a cane, even before
I could walk. My parents would carry me in their arms, and I would hold a very
long cane. I could feel the bumps when we walked, and it would make me laugh.

I use my cane everywhere I go. I use it in school to travel
to my classroom, the library, computer room, gym, cafeteria, and to recess.
I go all over the school. One time we were getting in the car, and when we closed
the door, we heard a loud snap. It was my cane. They are not strong, but they
are very helpful. I love my new cane.

Cutter’s experience with putting a long white cane in the hands
of parents and encouraging them to use it to model for their children has been
extremely successful. Testimonials from parents who have worked with Cutter
show that parents need not receive days of training in the long white cane before
effectively using it to model for their children. By picking up the cane and
running it over surfaces while carrying the child, parents have already mastered
one of the most important skills--demonstrating confidence in the long white
cane as a tool for independent movement and travel. That’s what Kathy Gabry
of New Jersey thought was important, too. Here’s her testimonial:

My son had Joe Cutter as an O&M instructor from the time
he was twelve months old until he was nine years old. Joe included me in every
process of teaching. We had long conversations about the philosophies of travel
by deaf-blind individuals. By giving me a cane and teaching me as he taught
my son, I soon began to trust in the skills of blindness, and I was able to
understand and reinforce proper techniques. My son is now sixteen years old
and a very competent cane traveler.

All parents, whether their blind children are ten months or
ten years old, can make a difference today by picking up a white cane and spending
some time exploring the textures and surfaces that will become familiar to the
child. Any parents who feel uncertain about incorporating the teaching cane
into their relationship with their blind children should find a skilled blind
traveler who can serve as a mentor and source of encouragement. In fact, it
was the example of blind instructors teaching blind people how to travel effectively
that helped Joe formulate the teaching-cane technique. Similarly, parents will
find that, with the teaching cane in hand, the blind child will soon lead the
way through natural curiosity fueled by parent involvement.

The novel concept of the teaching cane is simply that--the idea
of teaching the value of a cane. Parents need not have intensive training or
formal education to share in their child’s learning experience. Along with educators
and others interested in the development of blind children, they will benefit
from the fresh, positive, and proven approaches Cutter describes in his book.
Those who have experienced Joe Cutter through seminars and his previous writings
have long awaited a volume bringing together his varied experience.

Independent Movement and Travel in Blind Children: A Promotion
Model should be released in the summer of 2007 and will be available from
Information Age Publishing, PO Box 4967, Greenwich, Connecticut 06831; (203)
661-7602; <www.infoagepub.com>.

NLS
Kids Zone
Children-centered content on the NLS Web site

The National Library Service for the Blind and Physically Handicapped
(NLS), Library of Congress, has introduced Kids Zone, a feature on the NLS Web
site designed as a central hub for retrieving NLS materials for younger readers.

“Our goal was to give our young patrons direct access to as
much children’s content as possible,” said Patricia Steelman, NLS children’s
librarian. Though children’s materials have always been available through NLS’s
International Union Catalog, getting to the material was sometimes
a multistep process, Steelman noted. To find books just for young readers, patrons
had to run a search in the NLS catalog, retrieve the search results, and review
the full record of each title, looking for descriptive tags such as “For grades
K-3.”

Now children have their own catalog on NLS Kids Zone at <www.loc.gov/nls/children
/index.html>. “The kids catalog offers an embedded filter variant on the
interface. Every search returns only children’s materials available from the
NLS collection,” explained Robert Axtell, head of the Bibliographic Control
Section.

If children need suggestions for finding good reading materials,
Kids Zone also presents listings of award-winning books, information on popular
series, descriptions of magazines for children, a bibliography of children’s
classics, and a link to the Library of Congress Kids and Families Web site.
The lists of award-winning books, series, and classics also provide the added
convenience of direct links to Web-Braille for subscribers and the most recent
RC numbers for ordering books from network libraries. Kids Zone also features
reading lists for three prestigious children’s book awards: the John Newbery
Medal, the Coretta Scott King Award, and the Schneider Family Book Awards.

Patrons may also want to peruse the Kids Zone information on
favorite children’s book series, including the Chronicles of Narnia, the Harry
Potter series, the Redwall Abbey series, and the Swallows and Amazons series.
Readers who wish to learn more about periodicals such as Boys’ Life
or National Geographic Kids will find descriptions and details on how
to subscribe to NLS-produced and network-produced magazines on Kids Zone. Finally,
Web visitors can link to the Library of Congress Kids and Families Web site,
which offers a cornucopia of multimedia resources, games, and reference services
for children and adults, such as the Everyday Mysteries site that provides answers
to questions like “What’s the difference between sweet potatoes and yams?”

Visitors to <www.opal-online.org/kidszone20060920.htm>
may receive a guided tour of Kids Zone, which was a part of the September 20,
2006, presentation of “Ready-Set-READ! Literary Resources at the Library of
Congress,” an interactive online Webcast.

“We hope that children and families will use NLS Kids Zone to
help them enjoy more of the many NLS and network materials produced just for
kids,” said Steelman.

My
First Bag of Tricks

by Anna Dresner
Review by Mary Anne Parks

Editor’s Note: One of the new offerings at
the National Braille Press (NBP) is a magic trick kit called, My First Bag
of Tricks, edited and compiled by blind author, Anna Dresner. Undoubtedly,
there are those who might think that magic tricks are “too visual” and therefore
not within the scope of appropriate activities for blind kids. But magic, after
all, is not really about vision. It is about the interplay between illusion
and reality; it is an attitude, a state of mind, and very much about the hands
being quicker or more clever than the eyes. A few years ago, at the grand opening
of the NFB Jernigan Institute, we had an amateur blind magician circulate throughout
the crowd amusing and entertaining guests with his magic card tricks. So, when
I had the good fortune to get a sample of the My First Bag of Tricks from
NBP, I started looking around for someone to test it and write a review. That’s
when I met Mary Anne Parks at an NFB workshop. Parks is a blind leader in the
Performing Arts Division of the National Federation of the Blind. She likes
kids, and she’s not afraid to try something new. Anyway, Mary Anne agreed to
take the sample kit of My First Bag of Tricks, read it, try all the
tricks herself, and write a review. Here is what she has to say:

As an adult in my thirties, I found the My First Bag of
Tricks collection a bit of a challenge. I felt like the adult who keeps
trying, unsuccessfully, to set her VCR to record a program only to have a child
nonchalantly get it set and recording properly within seconds. This is how I
felt when trying to perform the tricks in this collection. You’ve seen warning
labels, no doubt, on products not to be used or given to children under the
age of [blank]. Well, this magic kit should have a warning label too: Adults
should not attempt these tricks without a child’s assistance.

Actually, I did quite well for not having a kid around. As a
whole, the instructions for this collection of tricks were straightforward and
the step-by-step directions easy to understand and follow. The kit contains
one Braille volume of instructions entitled My First Bag of Tricks and props
for the magic tricks described in the book: a wand, a magic box, cups, ball,
etc. Also included is a certificate that can be mailed off to request a free
magician’s hat. All the props were neatly packaged and labeled in Braille. In
addition to the instructions, I enjoyed reading about the author’s personal
enjoyment of and experience with magic, her views on the importance of magic,
and additional tips on how to handle magic tricks. This was a neat feature of
the book that I think other readers, adults and kids, will enjoy, too.

After performing (or attempting to perform) all of the tricks in the collection,
I’m satisfied that a child over the age of seven should not have any problems
understanding what the tricks are supposed to do, following the instructions,
and successfully performing all, or at least most, of the magic tricks. If I
had had the opportunity to try these tricks when I was a kid twenty years ago,
I think I would not have had any problems at all. Here’s my experience with
each of the tricks I tried:

Cups and Ball: This was one of the easiest
tricks to perform. The objective of this trick is to fool the observer when
placing the cups on the table and shuffling them to confuse the observer about
which one has the ball under it.

Magic Drawer Box: In this trick, the objective
is to not let the observer notice the false bottom in the box while the magic
is taking place. This was also one of the easier tricks to perform.

Nickels to Dimes: The objective of this trick
is to make it appear as if you have turned a nickel into a dime, and then turn
it back again. Although I tried and tried to accomplish this trick, I was not
successful. I’m convinced this is a trick that only a child can master.

Ball Vase: The objective of this trick is to
get the ball into the secret compartment in the bottom of the vase without the
observer noticing the switching of the ball. I found this to be one of the most
difficult tricks in the collection. I confess that I was not able to figure
out how the secret compartment fit onto the bottom of the vase.

Spiked Coin: In this trick, eight spikes are
placed into a container that contains a coin, and then the coin is removed “magically”
from the container without removing the spikes. The most difficult part of this
trick for me was inserting the spikes into the container. It appeared that some
of the spikes might have been bent, not allowing the spikes to easily slide
into the holes of the container.

Wand Routines: These tricks were very easy
to understand as well as perform. One of the routines is to give an illusion
of the wand rising by holding the wand vertical in one hand while pulling on
the elastic string inside of the wand.

After reviewing the collection of My First Bag of Tricks
my conclusion is that it is a clever toy that any child who likes imaginative
play will enjoy. I especially liked the accommodations of Braille on the packages
of trick props as well as the complete instruction book in Braille. I thought
the descriptions of each trick and the step-by-step directions were done exceptionally
well. I would recommend this collection of magic tricks to any child who dreams
of being a magician.

My First Bag of Tricks is available for $15 from National Braille Press,
88 St. Stephan Street, Boston, Massachusetts 02115; <www.nbp.org>; toll-free
telephone number (888) 965-8965, or regular number (617) 266-6160.

The
Pop-Up IEP

by Carrie Gilmer

Just before Christmas 2005, Barbara Cheadle approached me with
an offer. The National Center on Low-Incidence Disabilities (NCLID) director,
Dr. Kay A. Ferrell, wanted the National Organization of Parents of Blind Children
(NOPBC) to collaborate with them on a project. The project was to develop content
for a parent-friendly Web site to help parents of blind children with the individualized
education program (IEP) process. Would I, Barbara asked, coordinate the effort
on behalf of the NOPBC? The format, she explained, would be the same as the
one NCLID had used for their Web pop-up IEP for parents of children with deafness.
A parent organization had drafted that content, and NCLID now wanted a parent
organization to help them do a pop-up IEP addressing the needs of blind kids.

I took a look at this pop-up IEP, and even though it had been written for parents
of deaf kids, my initial reaction was, “Wow! I wish I had had this for myself
ten years ago.” It was not your usual Q and A format. It was different. It had
the beauty of simplicity; it was simple to understand, simple to use, and simple
to apply.

It was an offer with great potential, and we couldn’t refuse.
So, after nine months of intense effort our pop-up IEP “baby” was born. We are
now proud to announce the launching of a practical, comprehensive, and powerful
help in navigating the annual IEP process. It is called the BVI Pop-Up IEP and
it is located online at <http://nclid.unco.edu/nclid/bvi/>. As explained
above, the site is sponsored by the National Center on Low-Incidence Disabilities
(NCLID), a project of the University of Northern Colorado. The content was developed
under contract by NOPBC officers and board members who solicited input from
parents of blind children from all over the nation. Dr. Kay Ferrell, director
of the NCLID, supervised the project and Ann Sebald, NCLID program coordinator,
shepherded it through to completion.

We believe the pop-up IEP offers parents and advocates of blind
children an unprecedented tool that is invaluable in strengthening their efforts
to improve the education of blind children. Here’s how it works.

As I said, it is not in a Q and A format. Instead, the user
is presented with a selection of common conversation-stopper type of statements
that parents of blind kids might hear at an IEP meeting. You know, the kind
of statement that either leaves you speechless or struggling through emotional
shock to come back with a rational, well-reasoned response. Then, after you
select a statement, you get a matter-of-fact, non-blaming, and factual explanation
of why this statement is a problem. The next section takes you to sample responses
that you can make to this statement. These responses are respectful, courteous,
yet assertive. Next, is a page with the specific sections of the special education
law that back up the responses. Finally, resources and information are given
where appropriate. When possible, we tried to include pro-active steps that
parents can take to avoid or help solve these problem situations.

With permission of the National Center on Low-Incidence Disabilities,
we are including a reprint of two of the problem statement segments from the
BVI Pop-Up IEP at the conclusion of this article.

But first, a word of thanks. We in the National Organization
of Parents of Blind Children applaud the efforts of the National Center on Low-Incidence
Disabilities and its staff, especially Dr. Kay Ferrell and Ann Sebald, to help
parents join the IEP process as empowered and informed members of the team.
We hope that the collaboration between NCLID and the NOPBC is the harbinger
of many more joint ventures between consumers and service providers in the years
to come.

Here now is statement number three and statement number nine
from the BVI Pop-Up IEP, reprinted with permission of the National Center on
Low-Incidence Disabilities, from <http://nclid.unco.edu/nclid/bvi/>:

Pop-Up IEP for Blindness and Visual ImpairmentCollaborative effort between the
National Center on Low-Incidence Disabilities
and the
National Organization of Parents of Blind Children

3. “We think the cane could pose a hazard to other students.
We’d like your child to leave it at the door or in the locker.”

Why is this statement problematic?The proper use of the long, white cane will not
cause a hazard but can actually prevent hazardous situations from occurring.
The cane identifies a child as having a visual impairment so that others can
respond appropriately. Like vision, the cane provides a preview of what is out
in front and enables the child to detect objects, identify drop offs and other
changes in elevation, and walk confidently at a normal speed. Furthermore, the
cane helps the child develop spatial concepts and environmental awareness. The
child must be taught to take personal responsibility for the cane and use it
appropriately for safe and independent travel.

Possible Responses for Parents/Advocates

1. “According to Ellie’s formal orientation and mobility evaluation
the cane is a necessary tool for her safe and independent travel. In fact, she
is building life-long skills that will enable her to negotiate a variety of
environments independently.”

2. “Jan needs her cane in the same way that a student in a wheelchair
needs wheels or a student with myopia needs eyeglasses. She uses it for safe
and independent mobility. Not allowing her to use her cane in the halls and
classroom will compromise not only her safety but also her understanding of
the environment. In addition, her IEP cannot be considered implemented if she
is not allowed to use her cane.”

3. “Jack’s cane is a respectable and necessary tool that enables
him to move about safely, independently, and age appropriately. For example,
it would be very demeaning and inconvenient if Jack had to wait for someone
to ‘take’ him to the bathroom. Jack has been trained in the proper use of his
cane and should be expected to use it properly. The orientation and mobility
specialist would be glad to discuss any concerns you have."

Federal Regulations

Section 300.105(a) Assistive technology.
(a) Each public agency must ensure that assistive technology devices or assistive
technology services, or both, as those terms are defined in Sec. Sec. 300.5
and 300.6, respectively, are made available to a child with a disability if
required as a part of the child’s--

IDEA 2004, (Public Law 108-446):
Section 601(c)(5)
Almost 30 years of research and experience has demonstrated that the education
of children with disabilities can be made more effective by

(H) supporting the development and use of technology, including
assistive technology devices and assistive technology services, to maximize
accessibility for children with disabilities

Section 602(1)(A)
‘Assistive technology device’ means any item, piece of equipment or product
system… that is used to increase, maintain, or improve functional capabilities
of a child with a disability…

(26) ‘Related services’ means… orientation and mobility services…
(33) ‘Supplemental aids and services’ means aids, services, and other supports
that are provided in regular education classes or other education-related
settings to enable children with disabilities to be educated with non-disabled
children to the maximum extent appropriate…

Proactive Solutions for Parents

Your child’s orientation and mobility specialist will teach
proper use and storage of the cane in a variety of environments. You can support
these efforts by encouraging your child to use the cane whenever he/she leaves
the house.

Collaborate with your child’s orientation and mobility specialist
to educate school staff about the cane and its importance for safe and independent
mobility.

Get to know adults who are blind or visually impaired who
are skilled in the use of the long, white cane. If possible, arrange a visit
to your child’s class to educate classmates and staff.

Enable your child to communicate how important the cane
is through role playing or practicing some simple statements such as: “The
cane is my eye on the ground,” “My cane bumps things so I don’t,” “The cane
lets me see what’s out in front of me. It is an extension of my body” and
“The cane locates things and gives me a few steps to react.”

Have the school celebrate White Cane Safety Day (October
15th).

If you disagree with the IEP, make sure to include a written
statement noting your objections. Unless indicated otherwise, signing the
IEP indicates attendance, but not necessarily agreement.

9. “Sorry, our school is not equipped with and does
not have the money for the assistive technology your child needs.”

Why is this statement problematic?
Many school districts are struggling with shrinking budgets. However, by law
the school district must provide your child access to a free, appropriate public
education (FAPE). This includes equal access to the same learning materials
and activities as their sighted peers. Students needing specialized technology
such as adapted computers with Braille display, screen magnification, large
print software, speech output or tactile graphics are entitled to these adaptations
by law. The school district is responsible for the cost of the needed technology.

Possible Responses for Parents/Advocates

1. “Joshua is currently unable to use the classroom computer.
He must have the same opportunity to access the information and technology as
his sighted peers. I would like to request an assistive technology evaluation
so we can determine what his needs are and what technology could benefit him.”

2. “Eva’s assistive technology evaluation identifies her technology
needs and provides recommendations for specific programs/devices. We all want
to give Eva the opportunity to keep up with her classmates. I would like the
evaluation results to be included in her IEP, including the recommendation for
training on the equipment for Eva and her classroom teacher.”

3. “I can appreciate the dilemma that you face in these times
of budget cuts, but we are here to focus on Bradley’s need for accessible classroom
materials and we know that the law requires the school to provide that access.
Bradley needs ______________ in order to keep up with his class and complete
his work independently.”

4. “It’s really a matter of prioritizing the money that the
district does have, and for our conversation today, this isn’t about money,
this is about equal access. Antonia needs adapted computer technology to work
in the computer lab with the other students in her class.”

Federal Regulations
Section 300.105(a)(b) Assistive technology.

(a) Each public agency must ensure that assistive technology
devices or assistive technology services, or both, as those terms are defined
in Sec. Sec. 300.5 and 300.6, respectively, are made available to a child with
a disability if required as a part of the child’s--

(b) On a case-by-case basis, the use of school-purchased assistive
technology devices in a child’s home or in other settings is required if the
child’s IEP Team determines that the child needs access to those devices in
order to receive FAPE.

IDEA 2004 (Public Law 108-446):

Section 601(c)(5)
Almost 30 years of research and experience has demonstrated that the education
of children with disabilities can be made more effective by--

(H) supporting the development and use of technology, including
assistive technology devices and assistive technology services, to maximize
accessibility for children with disabilities

(d) PURPOSES--The purposes of this title are--

(1)(A) to ensure that all children with disabilities have
available to them a free appropriate education that emphasizes special education
and related services designed to meet their unique needs and prepare them
for further education, employment, and independent living;

Section 602 Definitions

(1)(A) ‘Assistive technology device’ means any item, piece of
equipment or product system…that is used to increase, maintain, or improve functional
capabilities of a child with a disability.

(2) ASSISTIVE TECHNOLOGY SERVICE--The term ‘assistive technology
service’ means any service that directly assists a child with a disability in
the selection, acquisition or use of any assistive technology device. Such term
includes--

(A) the evaluation of the needs of such child, including a
functional evaluation of the
child in the child’s customary environment;
(B) purchasing, leasing, or otherwise providing for the acquisition of assistive
technology
devices by such child;
(E) training or technical assistance for such child, or, where appropriate,
the family of
such child
(F) training or technical assistance for professionals…

Section 614 (1)
(A)(i) Definitions…IEP means… and …includes

(IV) a statement of the special education and related services
and supplemental aids and services…and a statement of the program modifications
or supports for school personnel that will be provided for the child--

(bb) to be involved in and make progress in the general education
curriculum… and to participate in the extracurricular and other nonacademic
activities; and
(cc) to be educated and participate with other children with disabilities
and non-disabled children …(d) Individualized Education

There are various assessments that can be used to determine
your child’s need for assistive technologies which enable her to access the
curriculum. These include functional vision, literacy modality (Braille, large
print, regular print with low vision devices), and independent living evaluations.

Consult with other agencies and schools for the blind or
visually impaired to learn about the variety of assistive technology devices
available.

See if your state instructional materials center or assistive
technology center loans programs or devices to children who are blind or visually
impaired. Districts may be more willing to purchase a device which has been
shown to be effective for your child.

You may also want to suggest alternative funding sources
to your district, such as corporate donations, Medicaid, private donations,
and agencies for the blind.

Introduce staff to at least one person who is blind or has
low vision who effectively uses assistive technology to maintain employment
and live/travel independently.

If you disagree with the IEP, make sure to include a written
statement noting your objections. Unless indicated otherwise, signing the
IEP indicates attendance, but not necessarily agreement.

Transition
Is Never Easy--IEP Advice to a Middle School Teacher

by Michael Gosse, PhD

A few years ago, my sister Vicky, a middle school teacher in
an upscale district in New England, contacted me for advice. A student with
a degenerative eye condition was enrolling in her math class, and she was the
classroom teacher representative for the IEP team meeting. She needed advice.
So, why call me? I guess you could say I’m the family expert on blindness. I
was born with albinism and as a consequence have been legally blind all of my
life. (Most people with albinism have some degree of vision loss.) True, I didn’t
deal with it very effectively until I got involved with the National Federation
of the Blind (NFB) as a scholarship winner, but that’s been many years ago and
I am past those struggles about whether I am really “blind enough” to carry
a cane (sometimes I do, and sometimes I don’t) and all that stuff.

After I met the NFB, I went on to get my PhD in electrical engineering
and today I make a respectable living as an independent businessman. My wife
and I have two lovely daughters, ages four and six, and I’m active in my community.
As I state in the letter below, I’ve served on the NFB National Scholarship
Committee for over a decade, and recently I was elected the president of the
National Federation of the Blind of Maryland. But, back to the call from my
sister.

Apparently, this student had been in the system for awhile and
as his vision deteriorated, the solution that was applied was to give him a
full-time instructional assistant. However, it was becoming apparent that this
wasn’t such a great idea. The aide went with him everywhere, took notes for
him in class, ate lunch with him, and, well, you get the picture. My sister
told the parents and the school administrators about her brother and his involvement
with the NFB, and they seemed eager to hear my perspective. I’m sure my sister
was hoping that I could guide her, the parents, and the other team members in
a different direction, and I didn’t disappoint her. With a few minor edits,
here’s the letter I wrote:

Dear Vicky,

I decided that I needed to write down my thoughts on your upcoming
IEP meeting involving a blind student in your class. Feel free to bring this
note to the IEP meeting and share it with the group.

One of the biggest challenges of educating blind children is
making sure that they are being taught both academically and socially at an
age appropriate level. So as you go through the IEP process for the next school
year, I believe that this has to be the central focus of the discussion. At
the age of fourteen, most of your other students function in an independent
fashion. This means that they get themselves from one class to the next, or
they face the consequences. They take their own notes, they do their own homework
(with help from whatever sources they are able to assemble), and they make their
own friends.

However, the reality is that a blind student in a public school
setting is at a severe disadvantage. The trick is to balance the need to pass
the academic requirements for an education in eighth grade, and the need to
acquire special skills that will lead to success later in life. This is not
a decision that needs to be made for 99 percent of the students you will face,
but the IEP process forces this decision to be made for special needs students,
and a blind student in this particular case.

I personally know totally blind people who travel the world,
who run businesses, lobby Congress, teach math, raise families, develop products,
write federal policy, and climb mountains. Each one of these individuals was
given training and opportunity to excel on his or her merit. I also know blind
people who can’t leave their homes without a guide, who can’t cut their meat
at dinner, who still live with their parents at age fifty, and who have no social
skills at all. Each one of these people was coddled and prevented from advancing
beyond the limits placed on him or her by well-meaning caretakers.

I personally took advantage of similar situations as a child.
The system wasn’t that hard to figure out. What saved me was that I couldn’t
play both sides of the game. You can’t tell your parents that you should be
allowed to cross the street to go to a friend’s house if you just told them
that you couldn’t do your book report without help. So my personal drive for
independence prevented me from hiding behind the helpless-blind-child routine.

At fourteen, it is time for any blind student who is going to
be successful in life to establish independence. But without the necessary skills,
tools, and opportunity, this is an impossible task. The IEP and all its participants
need to play a critical role, even if it is an uncomfortable one. Here are my
recommendations:

Eliminate the personal instructional assistant.

Purchase an electronic Braille note-taking device, such
as the BrailleNote or Braille Lite, for the student.

Provide the student training on the electronic Braille note-taking
device.

Enroll the student in a summer blindness-skills program
for blind youth at one of the three NFB Training Centers for the Blind: the
Louisiana Center for the Blind, the Colorado Center for the Blind, or BLIND,
Inc. in Minnesota.

Encourage the student to discuss his needs with each of
his teachers in advance of the upcoming school year.

Encourage the student to establish relationships in each
of his classes with other students who can share notes and fill in other details
not verbalized by the teacher. Make sure that this is a symbiotic relationship--in
other words, that he gives back or returns the favor in some way.

Teach the student how to hire and train a sighted person
as a reader. (A reader in this sense is not a technology device, but merely
a sighted person who provides access to print material under the direction
of the student).

Purchase a Braille embosser for the student to use for printing
out Braille material to read when a computer is not immediately available.
This will allow any document written in a word processor to be printed in
Braille and read at a later time.

Allow the student to record classroom lectures, but only
as a supplement to other note-taking techniques.

Materials handed in for assignments should be in a form
readable by the instructor. Materials handed out as assignments should be
in a form accessible to the student. There will always be exceptions to this,
which is why there is a need for a reader and a need for Braille instruction.

There will never be a time when the transition to independence
is easy, comfortable, or convenient. But adolescence is a difficult transition
for this very reason. Blindness builds character in ways that many of the other
students will never have the opportunity to experience. Many of the players
in the IEP process will undoubtedly think that this blind student is too young,
naive, and too vulnerable to be cast into the world of independence. But there
are only five more years for this student to develop independence skills and
prepare for college or a career. The next year needs to be a year of transition
and support. I fully expect a significant impact on academics that will require,
perhaps, the need for a tutor and a network of ad hoc counselors. But a clear
distinction needs to be made between support and independence. All your students
need support, many need tutors, and some need counseling. The IEP team needs
to be observant, flexible, and resolute.

As you know, I served for ten years as a member of the National
Federation of the Blind’s National Scholarship Committee. I can tell you first
hand that academics are not correlated strongly to success for blind people.
By far, blindness skills, independence, and leadership are the trademarks of
a successful blind adult. It is unfair that blind students need to excel beyond
their sighted peers, but that is the reality, and that is the reality that the
IEP team must come to terms with and implement.

I hope this letter provides some insight, direction, and guidance.
Most of all, I hope that my experiences can help an insecure, unskilled blind
kid become an independent, competent blind adult. On a personal note, my itinerant
teacher stopped coming when I left sixth grade. I remember vividly the discussion
with the teacher that she was not going to come anymore. I was heartbroken.
I felt cast aside. I was afraid. But, I survived and even thrived because I
had been provided with the tools and skills of independence.

Your brother,
Mike

Avoiding
Stormy IEP Meetings

by Randy Chapman, Esq.

Editor’s Note: The target audience of the article
below is the school administrators--principals, vice principals, etc.--who schedule
and chair IEP meetings. However, all members of the IEP team can benefit from
the advice given by this longtime legal advocate from Utah. Chapman gives us
a nonjudgmental peek inside the thinking process, priorities, and motives of
administrators; then he proceeds to demonstrate why these do not have to conflict
with the priorities and needs of parents in the IEP process. Here’s what Chapman
has to say:

Principal Fife was the captain of the good ship HMS Middle School.
He knew his mission: keep the school shipshape, hatches battened down, and sailing
straight. Through twenty years serving in her Majesty’s local education agency
he’d successfully weathered the storms sent his way. Why then had the IEP meeting
he just chaired been such a disaster? He was assigned to act as the designee
for the Director of Special Education and, though he had attended many IEP meetings,
this was the first time he scheduled, planned, and chaired an IEP meeting for
a student with a disability.

He thought he’d run a tight meeting. He invited only the essential
professionals. To keep the meeting on time as well as non-adversarial, he kept
discussion to a minimum and discouraged the questioning of the professionals.
After all, each professional was an expert in his or her area of service provision,
and their recommendations shouldn’t be second-guessed by others. Thanks to him
the meeting was completed in ninety minutes (thirty minutes past the one hour
he had announced at the outset as the time allotted for the meeting). So, what
was the deal? Why did the parents leave angry and threatening to see a lawyer?

In the above scenario Principal Fife wanted to have a productive
Individualized Educational Program (IEP) meeting. He wanted to develop a good
program for the student, but his emphasis on efficiency sacrificed quality and
unnecessarily angered the student’s parents. Sure, there are going to be disagreements
in IEP meetings. Educational programming is not an exact science. You should
expect that, at times, parents will disagree with the recommendations of the
educational professionals and that educational professionals will disagree with
one another. But proactively seeking parent input in the IEP process can help
you avoid unnecessary disagreements and help make those disagreements that may
be necessary less disagreeable.

Eight Tips for Planning and Chairing an IEP Meeting

1. Schedule the meeting at a time reasonably convenient for
the parents. The IDEA requires this and it makes good sense. Let the parents
know, in writing, when the meeting is scheduled and make sure they know they
can reschedule for another time and who to contact if they wish to reschedule.
Then, if they ask, reschedule. You do not want parents to call the wrong person
and be told the date is set, etched in stone, and cannot be changed.

2. Tell the parents, in writing, who the school district is
inviting to the IEP meeting and what their role is. The parents may not know
what role each professional plays in their child’s life. You don’t need to provide
a biography of each IEP team member, but include their title and be sure the
parents know they can find out more information if they wish.

3. Make sure all of the right people are invited to the IEP
meeting. For example, if the student will be transitioning from elementary school
to middle school next year, it might be wise for you to include some of the
middle school teachers in this year’s IEP. Or, if you expect a discussion regarding
placing the student in a private or non-district program, make sure appropriate
staff from that program attend the meeting to describe the program and answer
questions. Parents and other professionals cannot make a decision about a placement
in a vacuum.

4. Ask the parents if they would like other individuals invited
to the meeting. The IDEA requires that “not less than one of the student’s regular
education teachers” attend the meeting, but students in middle school and high
school often have more than one regular education teacher. The parent may want
to have more than one regular education teacher. The IDEA also allows parents
or school personnel to include on the IEP team other individuals who have knowledge
or expertise about the child’s special needs. For example, the child may be
seeing a therapist privately, and the parent may want that individual invited
to the meeting. When it comes to IEP meetings more is not necessarily merrier,
but too few is clearly not enough.

5. Do not set a time limit for the meeting. Try to schedule
sufficient time, but if the IEP is not completed in that time, schedule another
meeting to complete the IEP. Be sure that the parents and other professionals
know that this IEP will not be rushed to completion.

6. Facilitate open discussion among all members of the IEP team.
Encourage parents to ask questions of the professionals and the professionals
to ask questions of the parents and each other.

7. Translate professional mumbo jumbo. Break down education
speak so that all team members understand what is being said.

8. Remember whose child it is. Listen to the parents and treat
them as you wish to be treated: as a professional. Parents are members of the
team. Remember, that while school professionals want what’s best for the child,
they are not the parents. The professionals know the child as their student
while at school and during the child’s school career. But the parents will be
the child’s parents for life.

Using these tips will tell parents that you and the other educators
in the IEP meeting really want what is best for their child and value the parents’
input. If parents think that you are not open to their ideas, they can become
frustrated and angry. Refusing to reschedule meetings or to invite individuals
that the parents would like at the meeting sends a message that you don’t really
care. Since you do care, don’t send that message. Also, listening to the parents,
having the right people at the meeting, and facilitating open discussion will
help ensure that a good plan is developed. There will be disagreements in IEP
meetings. That’s okay. There are times when IEP meetings may become rancorous
and adversarial. That’s okay too. But you don’t want the meeting to become needlessly
adversarial because you didn’t seek parent input into putting the IEP team together
and you didn’t respectfully listen to the parents’ concerns.

Randy Chapman is the director of legal services at the Legal
Center for People with Disabilities and Older People, Colorado’s Protection
and Advocacy System. He is the author of three books, including The Everyday
Guide to Special Education Law, (The Legal Center 2005). For twenty-nine
years, he has been promoting and protecting the rights of people with disabilities.
He can be reached at <www.thelegalcenter.org> or (800) 288-1376.

The
Midas Touch

Reprinted from the New York Times, December 18,
2006

Editor’s Note: The title of this article refers,
of course, to the fairy tale about King Midas. His greed for gold led him to
ask for something (the ability to turn whatever he touched into gold) that ultimately
was not in his best interest. In fact, his golden touch ended up destroying
that which was most precious to him. In the National Federation of the Blind,
we are most careful about what special accommodations we ask for. History has
taught us to look carefully for the unintended consequences of changes that,
on the surface, might seem like a good thing for the blind. Here is Marc Maurer,
president of the National Federation of the Blind, discussing the recent controversy
surrounding the topic of whether or not the paper currency in the United States
must be altered for the benefit of blind people:

In a ruling in a lawsuit last month, Judge James Robertson of
Federal District Court said that United States currency discriminates against
blind people because bills are all the same size and cannot be distinguished
by touch. His decision was applauded by some advocates for the blind, including
the American Council of the Blind, which brought the lawsuit. But as president
of the National Federation of the Blind, the nation’s oldest and largest organization
of the blind, I believe that Judge Robertson’s ruling is wrong.

Discrimination occurs when the blind are barred from enjoying
benefits, goods or services. This definition of discrimination is what most
people understand the word to mean. If a landlord refuses to rent an apartment
to someone because of race, color, creed, or disability, then discrimination
occurs. Sometimes people with disabilities are barred from certain facilities
or services because of the way they are designed. A person in a wheelchair cannot
climb the steps of a public building; if the building does not have a wheelchair
ramp, that person is prevented from entering it. In another example, my group
is suing the Target Corporation because the company’s Web site doesn’t accommodate
the special text-reading software that the blind use to surf the Internet. In
both cases, a person with a disability is kept out of a public place or denied
use of a service, just as African-Americans were not welcome at whites-only
lunch counters.

But while blind people cannot identify paper currency by touch,
that does not prevent us from spending money. When we hand merchants our money,
they take it and provide us with the goods or services we have paid for, no
questions asked. People with whom we transact business provide us with correct
change if needed, and we then organize the money in a manner that allows us
to identify it in the future. We transact business in this way every day.

There is no evidence that the blind are shortchanged more often
than the sighted; if a question does arise about a particular transaction, it
is the responsibility of the blind person to sort out the matter. Identifying
money by feel, as the blind are often able to do in many other countries, may
be more convenient, but inconvenience is not the same thing as discrimination.

While it is crucial that minorities have a voice in society,
it is also the responsibility of every minority group to use that voice wisely
and not to cry “discrimination” when no discrimination has occurred. The blind
of America will fight discrimination wherever we find it, but we achieve nothing
by falsely portraying ourselves as victims and engaging in frivolous litigation.

Textbooks
on Time--Federal Fact Sheet

From the Editor: Federal documents can be intimating
to first-time readers. Filled with an alphabet-soup of acronyms, every other
sentence seems to end with references to section such-and-such or so-and-so.
But if you think of them like the yapping dog whose bark is worse than his bite,
you will discover that with a little patience and persistence, these documents
are not as difficult to understand as appearances might suggest. Effective advocacy
begins with accurate information, and for parents or other advocates of blind
students, there really is no substitute for the information to be gained from
documents written and released by the U.S. Department of Education, Office of
Special Education Programs. If your child or student has suffered from late
or delayed textbooks over the years, then the following document is worth spending
some time reading and digesting. In the fall, we hope to publish a follow-up
article with specific suggestions or a checklist about what parents and other
advocates can do to monitor this process.

But, first things first. The following fact sheet is available
on the new Web site for the U.S. Department of Education, Office of Special
Education Programs (OSEPs) at <http://idea.ed.gov/explore/home>. Go to
the side bar entitled “Browse Major Topics” and click on “National Instructional
Materials Accessibility Standard (NIMAS).” Other topics in this series of fact
sheets are also available on this Web site. Information about the newly established
National Instructional Materials Access Center (NIMAC) is available on the Web
site, <http://nimac.us/>. The NIMAC is administered by the American Printing
House for the Blind. Here, now, is the federal fact sheet about NIMAS and NIMAC:

The reauthorized Individuals with Disabilities Education Act
(IDEA) was signed into law on December 3, 2004, by President George W. Bush.
The provisions of the Act became effective on July 1, 2005, with the exception
of some of the elements pertaining to the definition of a “highly qualified
teacher” that took effect upon the signing of the Act. The final NIMAS was published
on July 19, 2006 (71 FR 41084) and was included as Appendix C to Part 300--National
Instructional Materials Accessibility Standard--published on August 14, 2006.
This is one in a series of documents, prepared by the Office of Special Education
and Rehabilitative Services (OSERS) in the U.S. Department of Education that
covers a variety of high-interest topics and brings together the regulatory
requirements related to those topics to support constituents in preparing to
implement the new regulations. This document addresses statutory and final regulatory
requirements regarding NIMAS.

IDEA Regulations

1. Provides definitions related to purchase of and access to
instructional materials.

These definitions apply to each State and local educational
agency (LEA), whether or not the State or LEA chooses to coordinate with the
National Instructional Materials Access Center (NIMAC).
[34 CFR 300.172(e)(2)] [20 U.S.C. 1412(a)(23)(E), 1474(e)(3)(A)]

“NIMAS” has the meaning given that term in section 674(e)(3)(B)
of the Act (NIMAS means the standard established by the Secretary to be used
in the preparation of electronic files suitable and used solely for efficient
conversion into specialized formats).
[34 CFR 300.172(a)(1)(iii)] [20 U.S.C. 1474(e)(3)(B)]

“Specialized formats” has the meaning given that term in
section 674(e)(3)(D) of the Act (“Specialized formats” means Braille, audio,
or digital text which is exclusively for use by blind or other persons with
disabilities; and with respect to print instructional materials, includes
large print formats when such materials are distributed exclusively for use
by blind or other persons with disabilities).
[34 CFR 300.172(e)(1)(iv)] [20 U.S.C. 1474(e)(3)(D); 17 U.S.C. 121(d)(3)]

“NIMAC” means the center established in section 674(e) of
the Act, through the American Printing House for the Blind (APH), not later
than one year after the date of enactment of IDEA. NIMAC’s duties are:

To receive and maintain a catalog of print instructional
materials prepared in the NIMAS, as established by the Secretary, made
available to such center by the textbook publishing industry, State educational
agencies (SEAs), and LEAs.

To provide access to print instructional materials,
including textbooks, in accessible media, free of charge, to blind or
other persons with print disabilities in elementary schools and secondary
schools, in accordance with such terms and procedures as the NIMAC may
prescribe.

To develop, adopt, and publish procedures to protect
against copyright infringement, with respect to the print instructional
materials provided in sections 612(a)(23) and 613(a)(6) of the Act.
[34 CFR 300.172(e)(1)(ii)] [20 U.S.C. 1474(e)(2)(A), (B), (C)]

The statute defines “print instructional materials” to be
printed textbooks and related printed core materials that are written and
published primarily for use in elementary school and secondary school instruction
and are required by a SEA or LEA for use by students in the classroom.
[20 U.S.C. 1474(e)(3)(C)]

“Blind persons or other persons with print disabilities”
means children served under Part 300 who may qualify to receive books and
other publications produced in specialized formats in accordance with the
Act entitled “An Act to Provide Books for the Adult Blind,” approved March
3, 1931, 2 U.S.C. 135a.
[34 CFR 300.172(e)(1)(i)] [20 U.S.C. 1474(e)(3)(A)]

2. Requires the adoption of NIMAS.

States must:

Adopt the NIMAS, published as appendix C to Part 300,
for the purposes of providing instructional materials to blind persons
or other persons with print disabilities, in a timely manner after publication
of the NIMAS in the Federal Register on July 19, 2006 (71 FR 41084); and

Establish a State definition of “timely manner” for
purposes of 34 CFR 300.172 (b)(2) and (b)(3) if the State is not coordinating
with the NIMAC or 34 CFR 300.172 (b)(3) and (c)(2) if the State is coordinating
with the NIMAC.
[34 CFR 300.172(a)] [20 U.S.C. 1412(a)(23)(A)]

3. Establishes SEA rights and responsibilities.

Nothing in 34 CFR 300.172 shall be construed to require
any SEA to coordinate with the NIMAC. If an SEA chooses not to coordinate
with the NIMAC, the SEA must provide an assurance to the Secretary that it
will provide instructional materials to blind persons or other persons with
print disabilities in a timely manner.

Nothing in this section relieves an SEA of its responsibility
to ensure that children with disabilities who need instructional materials
in accessible formats, but are not included under the definition of blind
or other persons with print disabilities in 34 CFR 300.172(e)(1)(i) or who
need materials that cannot be produced from NIMAS files, receive those instructional
materials in a timely manner.

In order to meet its responsibility under paragraphs 34
CFR 300.172 (b)(2), (b)(3), and (c) to ensure that children with disabilities
who need instructional materials in accessible formats are provided those
materials in a timely manner, the SEA must ensure that all public agencies
take all reasonable steps to provide instructional materials in accessible
formats to children with disabilities who need those instructional materials
at the same time as other children receive instructional materials.
[34 CFR 300.172(b)] [20 U.S.C. 1412(a)(23)(B)]

4. Establishes requirements for the preparation and delivery
of files.

If an SEA chooses to coordinate with the NIMAC, as of December
3, 2006, the SEA must:

As part of any print instructional materials adoption
process, procurement contract, or other practice or instrument used for
purchase of print instructional materials, enter into a written contract
with the publisher of the print instructional materials to:

Require the publisher to prepare and, on or before
delivery of the print instructional materials, provide to NIMAC electronic
files containing the contents of the print instructional materials
using the NIMAS; or

Purchase instructional materials from the publisher
that are produced in, or may be rendered in, specialized formats.

In carrying out this section, the SEA, to the maximum extent
possible, must work collaboratively with the State agency responsible for
assistive technology programs.
[34 CFR 300.172(d)] [20 U.S.C. 1412(a)(23)(D)]

6. Establishes responsibilities of LEAs for purchase of instructional
materials.

Not later than December 3, 2006, an LEA that chooses to
coordinate with the NIMAC, when purchasing print instructional materials,
must acquire those instructional materials in the same manner, and subject
to the same conditions as an SEA under 34 CFR 300.172.

Nothing in this section shall be construed to require an
LEA to coordinate with the NIMAC.

If an LEA chooses not to coordinate with the NIMAC, the
LEA must provide an assurance to the SEA that the LEA will provide instructional
materials to blind persons or other persons with print disabilities in a timely
manner.

Nothing in this section relieves an LEA of its responsibility
to ensure that children with disabilities who need instructional materials
in accessible formats but are not included under the definition of blind or
other persons with print disabilities in 34 CFR 300.172(e)(1)(i) or who need
materials that cannot be produced from NIMAS files, receive those instructional
materials in a timely manner.
[34 CFR 300.210] [20 U.S.C. 1413(a)(6)(E)]

Under sections 612(a)(23)(A) and 674(e)(4) of the Individuals
with Disabilities Education Act, as amended by the Individuals with Disabilities
Education Improvement Act of 2004, the Secretary of Education establishes the
NIMAS. Under section 674(e)(4) of the Act, the NIMAS applies to print instructional
materials published after July 19, 2006. The purpose of the NIMAS is to help
increase the availability and timely delivery of print instructional materials
in accessible formats to blind or other persons with print disabilities in elementary
and secondary schools.

A
Parent’s Guide to the Slate and StylusRevised 2007

by Barbara Cheadle

Initially published in the Fall 1994 issue of Future
Reflections, this guide has been updated and revised for this issue. This
version also includes a kid-friendly description from the Braille Is Beautiful
workbook for children about how to use the slate and stylus.

This guide is intended for parents of children who are Braille
or soon-to-be Braille readers. The purpose is to prepare parents so that they
can support and encourage the use of good Braille writing and note-taking skills.
It is also to help parents become informed advocates for quality educational
instruction in the area of Braille writing with a slate and stylus. We begin
the guide with a review of the Braille system for parents who are not yet familiar
with the Braille system.

Review of the Braille system
Braille was first developed about 1820 by a young Frenchman named Louis Braille.
He created Braille by modifying a system of night writing that was intended
for use by nighttime artillery crews. He did this work as a very young man and
had it complete by the time he was about eighteen. He and his friends at the
school for the blind found that reading and writing dots was much faster than
reading raised print letters that could not be written by hand. The development
of this system by young Louis Braille is now recognized as the most important
single development in making it possible for the blind to get a good education.

It took more than a century, however, before people would accept
Braille as an excellent way for the blind to read and write. Even today many
people underestimate the effectiveness of Braille. While CDs and other recorded
synthesized speech materials are enjoyable, Braille is essential for note taking
and helpful for studying such things as math, spelling, and foreign languages.

Experienced Braille readers read Braille at speeds comparable
to print readers--200 to 400 words per minute. Such Braille readers say that
the only limitation of Braille is that there isn’t enough material available.

Braille consists of arrangements of dots that make up letters
of the alphabet, numbers, and punctuation marks. The basic Braille symbol is
called the Braille cell and consists of six dots arranged in the formation of
a rectangle, three dots high and two across. All symbols, letters, and numbers
consist of one or more of these six dots. The six dots are commonly referred
to by number according to their position in the cell:

There are no different symbols for capital letters in Braille.
Capitalization is accomplished by placing a dot 6 in the cell just before the
letter that is capitalized. The first ten letters of the alphabet are used to
make numbers. These are preceded by a number sign which is dots 3-4-5-6:

Thus, 1 is two Braille cells: number sign a; 2 is number sign
b; 10 is number sign a j; and 193 is number sign a i c:

Braille is written on heavy paper, and the raised dots prevent
the pages from lying smoothly together as they would in a print book. Therefore,
Braille books are quite bulky. Some abbreviations are used in standard American
Braille in order to reduce its bulk. These must be memorized, but most Braille
readers and writers find them convenient, rather than a problem.

What is a slate and stylus?

A slate and stylus is to a Braille reader what a pen or pencil
is to a print reader. Just as the pen or pencil is designed to place a visible
mark on a piece of paper, the slate and stylus is designed to punch (emboss)
raised, tactile bumps or dots onto a page. Since Braille is a very exact system--the
dots in the Braille cell must be precisely spaced--it wouldn’t do to attempt
to punch dots free-hand onto a page. In order to hand-Braille accurately, there
must be a puncher (the stylus) which, when pressed into the paper, will raise
a tactile Braille dot, and a guide (the slate) which will allow the user to
punch the dots into precise positions.

Like the pen or pencil, the slate and stylus is inexpensive,
portable, and simple to use. From taking notes in a classroom to jotting down
a phone number the uses--and advantages--of the slate to the blind are as many
and as varied as those of the pencil or pen are to the sighted.

Pens and pencils come in a variety of styles and sizes, and
so do slates and styluses. All, however, have certain common characteristics.
The typical stylus is about two inches long. It has a metal point for punching
the dot into the page, and a small handle that can be firmly and comfortably
gripped by the index finger and thumb. Although the shape and size of the handle
may vary, all styluses will have a metal point for embossing Braille dots.

The typical slate is made either of metal or plastic. The most
common type of slate, called the pocket slate, is about the width of an average
piece of paper (8 1/2 inches wide) and may be four or six lines of Braille high
(about 2 inches). It is hinged and opens like a book so that the paper is sandwiched
between the two parts of the slate. The top piece of the slate has small, evenly
spaced openings the precise size and shape of the Braille cell. These are called
windows. The bottom piece is solid with small indentations for each dot so that
the Braille dots will be consistent in shape and size. Again, slates come in
different models to suit different writing needs. There is a slate, for example,
especially designed to be used as a guide for three-by-five note cards. All
slates will have a top and bottom guide as described. Together, a slate and
stylus weigh about two ounces. Both are easily carried in a pocket or purse.

Why should blind children learn to use the slate and
stylus?

For all the same reasons that sighted children learn to write
with a pencil and pen. Think about it. Sighted children have had access to computers
for years. Yet computers have not replaced the need for pencils and pens or
the need for handwriting instruction. The ability to take quick, legible notes
with a cheap, simple, portable device is important for both print readers and
Braille readers. A slate doesn’t use batteries or an electric outlet. It can
be carried in a pocket. It is cheap to replace and inexpensive enough that several
may be purchased at one time--just like pens. The slate and stylus allows the
Braille reader to write down information he or she can immediately read and
review anywhere, anytime. A student may easily take a slate and stylus with
him or her on school or family trips, to summer camp, Sunday school class, Scout
meetings--anyplace a pencil can go, a slate and stylus can go. Students may
write classroom notes; take a telephone message; take down names, addresses,
and telephone numbers; and write out all types of Braille labels and lists with
a slate and stylus.

How does the slate and stylus compare to other methods
of writing Braille or taking notes?

Most children today begin writing with a Braille-writing machine.
This may be what your child is currently using. These machines are comparable
to typewriters. The Braillewriter has a keyboard of only six keys and a space
bar, instead of one key for each letter of the alphabet. These keys can be pushed
separately or all together. If they are all pushed at the same time, they will
cause six dots to be raised on the paper in the formation of a Braille cell.
Pushing various combinations of the keys on the Braillewriter produces different
letters of the alphabet and other Braille symbols. The Braillewriter is a little
smaller than most computer printers and weighs about ten pounds.

The Braillewriter is excellent for writing and editing reports,
doing class assignments in the elementary grades, doing math problems, keeping
financial records, and generally any Braille writing which does not require
moving the Braillewriter from place to place frequently. The Braillewriter’s
bulk and weight make it a poor choice for most note-taking tasks when students
begin moving from class to class in school. It is impossible, of course, to
slip a Braillewriter into a pocket or purse as one does with a slate and stylus.

Sometimes students believe that a tape recorder will handle
all their note-taking needs. Although tape recorders are useful to blind students,
they are not good note-taking devices. Note taking means sifting the information
as one listens and making decisions about what is important to write down and
what is not. It also means condensing and organizing the information as one
writes. It is not possible to do any of this quickly or well with a tape recorder.
Besides, students who record an hour lecture must spend another hour listening
to it--and even more time studying from it. If they had taken Braille notes
in class, they could skim through those notes in less than half the time that
it would take to study from a taped lecture.

There is also, of course, a whole array of electronic Braille
note-taking devices, talking computers, and Braille printers for students to
choose from today. The Braille notetakers are especially popular, even among
many elementary age children. And they have become a nearly essential piece
of technology for blind students, middle school through college, and for blind
people in the professions. It is significant that the most versatile and efficient
of these students and professionals are those who also keep a slate handy in
their desks or pockets. Even the director of the International Braille and Technology
Center for the Blind--a technology demonstration facility that displays a sample
of every type of Braille and speaking device for the blind in the world--keeps
a slate on her desk. For quick, ordinary note-taking needs, the slate still
can’t be beaten.

How fast can a student write with a slate and stylus?

As fast as a sighted student can write notes with a pen or pencil.
Good instruction and daily practice are as important for the Braille student
as they are for the sighted student. If the blind student is not keeping up
and complains that the slate is too slow, it is probably due to inadequate instruction
and/or practice. One author of a slate and stylus teaching manual suggests that
blind students should be able to write a minimum of 15 to 20 words per minute
by the time they enter high school. This speed is based upon timed trials in
which the student writes out complete sentences with correct spelling and punctuation.
Obviously, as the author points out, much faster speed can be obtained when
using note-taking shortcuts.

One blind woman worked several years as a note taker with a
state agency that investigated equal employment opportunity complaints. The
job required taking notes at formal hearings. Some hearings were recorded, but
note takers were needed for those who objected to this. The notes did not need
to be verbatim, but they did need to be thorough and accurate. Some hearings
lasted as long as three hours. She could not use a Braillewriter for it was
deemed too loud and intrusive by the hearing judges. So, she used a slate and
stylus to take the notes and typed them up later to turn in. She soon developed
a reputation for being an outstanding note taker, and hearing judges frequently
requested her services. The woman learned to write with the slate in first grade,
when she was six years old.

How long does it take to learn to use the slate and
stylus?

How long does it take to learn to use a pen or pencil? This
depends. It takes only seconds to learn how to hold the pencil and make a mark
on a piece of paper. It takes a little longer to learn how to hold the pencil
correctly when writing words and letters, and of course it takes much longer
to learn how to print and write cursive correctly and legibly. It partly takes
a good deal of time because the student is learning the letters while he or
she is simultaneously learning to write them.

The same is true when learning to write Braille with the slate
and stylus. The rudiments of using the slate and stylus can be learned in minutes.
Proficiency in using the slate comes with months or years of regular practice
and usage (as in the case of very young children). Remember, this is also true
for sighted students learning to write with a pencil.

As a parent you may be wondering how fast you could learn to
use the slate and stylus. The National Organization of Parents of Blind Children
sponsors Beginning Braille for Parents workshops. In three hours, parents learn
the basics of reading Braille and writing it with the slate and stylus. They
learn how to insert the paper into the slate frame, how to correctly hold the
stylus while punching the dots onto the paper, how to use their fingers to guide
the stylus and keep their place, and how to move the slate guide down the paper
as needed. Then, as they learn Braille letters, they learn how to use the slate
guide to punch in the correct dot positions for the desired letter. Parents
leave the workshop feeling that Braille reading and writing is fun and easy!
Many continue to study and practice Braille reading and writing on their own.

Of course not everyone can attend a workshop, so at the end
of this guide is a list of manuals and other materials, which may be used for
independent home study of Braille and the slate and stylus.

Are there any differences between learning to use a
pen or pencil and learning to use a slate and stylus?

Yes, but let’s first review how they are not different: Both
systems, as discussed in the questions above, have the same function and advantages
and get the job done equally well; both systems take about the same time to
learn; and neither system is inherently any more difficult to learn than the
other. Please keep these similarities in mind. In the long haul they are more
important than the differences.

The differences between the methods of writing arise naturally
out of the fact that one is a visual system and one is a tactile system. For
example, most people learn to hold a pencil at a slant. But different hand and
finger positions and motions are required for slate and stylus usage. For ease
and efficiency in punching Braille dots, the stylus must be held in a straight
up and down position. Also, punching dots onto a page requires slightly more
force than is needed when writing with a pen or pencil. Teachers of blind children
often encourage young blind children to play with pop-together toys because
this activity develops strength and dexterity in the fingers. This dexterity
is also required when opening the four-line pocket slate and repositioning the
paper.

On the other hand, while sighted students must essentially learn
four different ways of forming each letter of the alphabet--print upper-case,
print lower-case, cursive upper-case, and cursive lower-case--blind children
need to learn only one form for each letter. (As noted in the review of the
Braille system at the beginning of this guide, a Braille word is capitalized
by simply placing the Braille dot 6 before the letter to be capitalized. This
is much simpler to learn than an entire new form for each letter.)

Finally, a person writing Braille with the slate and stylus
begins at the right side of the paper and ends the line on the left, since the
dots are being produced on the underside of the paper. Of course, the Braille
reader reads from left to right, for the dots are then on the top side of the
paper. Although this may seem a bit confusing, it need not be at all troublesome,
since both reading and writing progress through words and sentences from beginning
to end in the same manner.

If a blind student is confused and refers to writing with a
slate as “writing backwards,” then incorrect teaching methods are likely being
used. No respectable elementary teacher in the country, for example, would teach
sighted students that a d is a backward b. Of course it is reversed, and of
course students figure that out, and of course some students have a few problems
because of it. But correct teaching methods combined with lots of practice solve
this difficulty. The same is true of learning to write with a slate and stylus.

When should blind children learn to use a slate and
stylus?

Blind people who started school anytime up to the late fifties
or early sixties find this question amusing. Although the first mechanical Braille-writing
device was invented in 1850, Braillewriters were not commonly available to blind
students of all ages until after 1951--the year the modern Perkins Brailler
went into production. In those early years Braille-writing machines--if they
were available at all--were used only by students in the higher grades, and
one machine was shared by several students. So, what did blind first-graders
use all those years before the Braillewriter was invented or available to them?
Why, the slate and stylus, of course! (This is still true, by the way, in developing
nations where Braillewriters are far too expensive for common usage.)

Many parents today have discovered that their blind preschoolers
can use the slate and stylus for the same purpose that sighted preschoolers
use a pencil or other marker: to scribble. Just like a sighted child, a blind
child may pretend that his or her scribbles--the Braille dots--are words or
even pictures. This gives the child a positive experience with the slate and
stylus so that when formal instruction begins she or he is comfortable with
the slate and eager to learn to write real words with it.

Formal instruction can begin as early as kindergarten. Some
teachers begin instruction around third grade. Remember, however, that it is
easier to gain the interest and cooperation of younger students. Younger children
especially enjoy the physical act of punching the paper with the stylus and
hearing the pop pop pop as they press the dots onto the page. Also, slate and
stylus skills should be firmly in place by the time the child is old enough
to want and need a truly portable system of writing. If these skills are not
in place, the child begins to be subtly excluded from certain activities.

Consider, for example, a typical meeting of a Girl Scout troop
of girls, grades three through six. The troop is planning a campout. Each patrol
within the troop is told to plan a menu for one of the meals, make a grocery
list, and take the list to the store to buy the foods. They must also plan one
activity--a skit, a game, etc.--for the campout. Before they begin planning,
however, each patrol must choose one of the girls to be the patrol secretary
to keep all necessary notes and lists. Slate and stylus skills would put a blind
Scout on an equal footing with her sister Scouts in handling this necessary
task for the group. She would also get early experience with one of the most
common jobs in our society. Secretaries are needed everywhere--in business and
in volunteer community organizations.

What is the best method for teaching the slate and stylus?

Although there are a few variations in approaches to teaching
the slate and stylus, all good teaching manuals adhere to the same basic principles.
For example, all the best manuals insist that the word backward never be used
when describing or teaching the slate and stylus method of writing. Instead,
the authors of these manuals encourage phrases such as: starting side or approach
side; first column, second column; first side, second side; direction of travel;
and so forth. This approach is essential for the best success.

Beyond this, a good teaching manual or method description should
provide the following: (1) an explanation of the importance of building motivation
and enthusiasm in the student through discussions and demonstrations of the
usefulness of the slate and stylus; (2) a thorough description of the sequential
steps to take in teaching the student how to physically manipulate the slate
and stylus--i.e. inserting paper, holding the stylus, moving the paper down,
locating the Braille cell window with the tip of the stylus, and so forth; (3)
lesson plans or a sequential list of letters and words to be introduced to the
student; (4) miscellaneous information about materials, equipment, and teaching
aids; and (5) guidance and suggestions about promoting daily practice and use
of the slate and stylus among students.

Listed below are some teaching manuals, which meet these criteria.
A few of these manuals were written primarily for teachers of newly blind adults.
They have been included because parents might find them useful as self-teaching
guides and because some of the methods and teaching aids apply to children,
too.

The Slate Book: A Guide to the Slate and Stylus
by Jennifer Dunnam
National Federation of the Blind
1800 Johnson Street
Baltimore, Maryland 21230
(410) 659-9314, extension 2216
www.nfb.org

Braillewriting Dot-to-Dot
This is a kit with a teacher’s manual (print or Braille), supplemental teaching
devices, an exercise cassette, and reference sheets.
American Printing House for the Blind
P.O. Box 6085
Louisville, Kentucky 40206-0085
(502) 895-2405 or (800) 223-1839
www.aph.org

What kinds of slates and styluses are available? How
much do they cost, and who sells them?

The typical pocket slate and stylus was described under the
heading “What is a Slate and Stylus?” The slate, as you will recall, may be
made from plastic or metal. The plastic slates are the least expensive ($6.00,
including the stylus). Some retailers also offer a plastic slate for three-by-five
index cards. Metal slates may be aluminum, a lightweight metal, or steel. They
are more expensive than plastic but are also available in a wider variety of
sizes and styles to meet different needs. The different styles include note-card-size
slates (six-line, 19-cell) with or without a hinge; slates with a notch for
holding Dymo labeling tape; one line, 25-cell slates for labeling tape only;
pocket slates with an open back so that the Braille can be read without removing
the paper from the slate; slates designed exclusively for embossing cassette
labels or playing cards; and full-page board or desk slates. Prices vary among
sources, of course, but will typically range from $8.00 to $30.00 for the pocket
or specialty metal slates and $50 plus for desk or board slates. Most retailers
include a free stylus with a slate order.

One type of board slate, which is especially useful to Braille
transcribers, comes in three pieces: a sturdy page-size writing surface (much
like a clipboard) made of wood, plastic, or masonite; a heavy-duty metal four-line,
41- or 27-cell slate; and a regular stylus. The board has a clip at the top
to hold the Braille paper in place and matching holes down the right and left
sides of the board. The slate is like a regular pocket slate with the addition
of two small round pegs on the backside of the frame. These pegs, when inserted
into the matching holes on the sides of the board, hold the slate firmly in
place. When the student has completed four lines of Braille the slate is eased
out of the holes and slid down to the next set of holes and so on until the
page is full.

In addition to the regular stylus described earlier, there are
styluses with a flat-sided handle to prevent rolling; pencil-shaped styluses;
and reversible metal styluses (flat or regular handles) in which the point may
be removed and reversed for storage inside the handle. These vary in price but
are roughly $3.00 and up. Wooden or metal Braille erasers that flatten unwanted
Braille dots are available in about the same price range as the stylus.

Editor’s Note: The following material is reprinted
from Get the Idea: A Student Instruction Book, one of the components
in the Braille Is Beautiful curriculum. Braille Is Beautiful is a diversity
awareness curriculum program for sighted students, grades four through six.
The program teaches Braille as a vehicle for the broader purpose of exposing
students to positive attitudes about blindness and blind people. Information
about the Braille Is Beautiful program is in the feature section on the NOPBC
Web page at <www.nfb.org/nfb/braille_is_beautiful.asp>. To order the program,
contact the NFB Independence Market at (410) 659-9314, extension 2216. Here,
in kid-friendly language, is a simple description of the slate and stylus and
instructions on how to use it to write Braille dots:

What is a slate and stylus and how is it used?

Idea 6 What is a slate?

A slate is a guide for writing Braille. Slates come in many
different sizes. The most commonly used slate is about as wide as an average
piece of paper and is about two inches high. A slate is metal or plastic. It
is hinged so that it opens like a book. The topside has rows of evenly spaced
openings or windows. Each window is the size of a Braille cell. The bottom side
is solid with small indentations for Braille dots. The slate holds the paper
in place while the writer punches Braille dots onto the paper with a stylus.

Get the Idea?

Idea 7 What is a stylus?

You use a stylus to punch the dots in the paper using the slate
as a guide. A stylus is about two inches long. It has a 1/2 inch metal point
for punching the dots into the paper, and a 1-1/2 inch wooden handle with a
rounded knob at the end so it may be firmly and comfortably held. Writing with
the slate and stylus is the same to Braille readers as writing with a pencil
or pen is to print readers. Just like a pencil or pen, a slate and stylus is
easy to carry with you and use wherever you go.

Get the Idea?

Idea 8 How do you hold a stylus?

The stylus is held with the blunt end down and the knob end
up. You press straight down on the paper in your slate like a needle in a sewing
machine to create a Braille dot.

Remember:
The stylus must always be held straight up and down.

Try this:
1. Place the top of the stylus (knob end) against the first section of the
index or pointer finger nearest the palm.

2. Curl the tip of your finger around the knob end of the stylus
and support the sides with your thumb and fingers.

Get the Idea?

Idea 9 Loading the slate with Braille paper

1. Place the slate in front of you with the windows on top and
the hinge on the left.

2. Holding the bottom edge (nearest to you), lift the slate
on its top edge so that the window side is facing away from you.

3. Open the slate and place a sheet of Braille paper between
the two parts so that the edge is resting on the desk. Slide the paper all the
way against the hinge.

Hint: Opening the slate too far, bending the top past fully
open, will bend or break the slate so it cannot be used.

4. Close the slate and return it to flat on the desk with the
window side up facing you.

5. Now open the slate again as you would a book. Note that the
paper is held in place by four small pins at the four corners of the bottom
part of the slate. Lift and replace the card precisely, using the holes as a
guide.

Get the Idea?

Idea 10 How to write with slate and stylus

Load the slate using Idea 9. Holding the stylus with your index
finger and thumb, lightly place the metal point into a Braille cell window.
Trace around the edges of the window hole with the tip of the stylus.

Feel the bumps as you trace the opening.
Can you feel six distinct positions in the cell?

The six positions are numbered: Starting on the first side 1,
2, 3; the second side 4, 5, 6. Holding the stylus as described in Idea 8, apply
pressure at dot 1--you will hear a little pop. Continue making dots around the
Braille cell (2, 3, 4, 5, 6) to make a full Braille cell.

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News from the NOPBC and the NFB

IT’S A SMALL WORLD WIDE WEBThe Evolution of the NOPBC Web Site: Do you like to surf the Web? Do
you also like to learn about how a nationwide parent organization is changing
what it means to be blind for their children? Well you’re in luck! The National
Organization of Parents of Blind Children has a Web site that continues to evolve
and expand to reach its ultimate outreach potential. If you haven’t looked lately,
visit <www.nfb.org/nopbc> and take some time to explore. There you will
find convention registration info, Future Reflections’ issues online, contact
information for your state affiliate, tips for new parents, information divided
by topic, upcoming programs and events, and--coming soon--a calendar of parent
seminars across the country. Any comments, questions, or suggestions should
be directed to Seth Lamkin at <slamkin@nfb.org>.

INDEPENDENCE MARCHThe March for Independence site is Live! If you are participating in
the first-ever March for Independence this summer in Atlanta, Georgia (and you
should be), then be sure that you have created your own personal Web page. You
should have received an e-mail at the end of February, after you had registered
for the March, with your user ID and password. So make sure you log in and create
your own page for people to find and sponsor you. It’s fun, it’s easy, and best
of all: it really works! So let your creative side run wild and visit <www.marchforindependence.org>
to work on your page or visit a friend’s page and sponsor them!

THE BEST THINGS IN LIFE ARE FREEWant to Save $170? The NOPBC has recently learned that some organizations
are selling the Handbook for Itinerant and Resource Teachers of Blind and
Visually Impaired Students by Doris Willoughby and Sharon Duffy for over
$170! While this wonderful book is certainly worth $200 and beyond, the NOPBC
is offering copies for free. If you would like a copy on cassette (2-track only,
five tapes in a set); in Braille (eight volumes); or regular print (533 pages),
please contact Seth Lamkin at the NFB office in Baltimore, (410) 659-9314, extension
2361, or e-mail <slamkin@nfb.org>. You may order as many copies as you
would like, but NOPBC does request that you send a donation to help defray the
shipping costs. So order now while supplies last! The checks should be made
payable to NOPBC and mailed to NOPBC Free Offer, 1800 Johnson Street, Baltimore,
Maryland 21230.

NETWORK!National Federation of the Blind Divisions: Find a division that matches
your interests and get involved! These bodies provide support, information,
and resources regarding a wide range of professions, recreational activities,
special interests and other areas related to blindness. Please note the full
listing of divisions with their appropriate contact information on page _____.

AROUND THE BLOCK
Helpful Items from Here and There
Please note: The NOPBC is not responsible for the accuracy of the information;
we have edited only for space and clarity.

NEW YORK, NEW YORKTouch and Explore at the Metropolitan Museum of Art: If you get a chance
to visit New York City this year, make sure you check out the Metropolitan Museum
of Art’s Web site before you go. Visit <www.metmuseum.org/events/ev_vis_dis.asp>
and click on “For Visitors Who Are Blind or Partially Sighted.” On Saturday,
April 21, from 11:00 am to 12:30 pm, the Met will have a workshop for families
with blind children entitled “In Touch with Ancient Egypt,” where families and
children are encouraged to touch and feel a 3,000-year-old mummy case, sculptures,
hieroglyphs, and other ancient objects. Throughout the year, you can call (212)
879-5500, ext. 3561, for information about accessible programs. Be sure to check
out the rest of the Touch and Explore events as well as the book, Art and
the Alphabet: A Tactile Experience, which introduces masterpieces from
the Museum’s collections.

Art Beyond Sight: Multimodal Approaches to Learning Creativity
and Communication, September 28-30, 2007, at the Metropolitan Museum of
Art, NYC: This international conference co-sponsored by Art Education for the
Blind, the Metropolitan Museum of Art, and UNESCO will address multimodal approaches
to learning in art history, contemporary art, and new media; cognitive psychology
and neuroscience; universal/human-centered design, products, and environments
in the 21st century; and education for people with sensory and other disabilities.
The registration fee for this conference is $150 ($75 for students with ID).
A registration form will be posted on <www.artbeyondsight.org> after May
1st and can be e-mailed to you by writing <editor-at-large@artbeyondsight.org>
with “September Conference” in the subject line.

HARRY POTTER IN BRAILLEPre-Order Deathly Hallows and Save! National Braille Press is offering
the seventh, and final, installment of the Harry Potter series by J. K. Rowling
at a discounted price for those that pre-order their copies. Once again, National
Braille Press reached an agreement with Scholastic Press and will be releasing
Harry Potter and the Deathly Hallows on the same day it is released
in print: July 21st. While the Braille version is normally $34.99, if you pre-order,
you will receive the novel for only $18.89. After July 21st, the price will
return to $34.99.

Also, if you would like to download the Braille files from the
National Braille Press Web site on July 21st, you can pre-order that copy and
save as well! Once you pre-order, you will receive a file that explains how
to get your copy on July 21st. To order or read more about this book online,
visit <http://www.nbp.org/ic/nbp/HALLOWS.html>.

CAN YOU SAY INDEPENDENCE? DORA CAN!Dora i-crayons™ Talk and Teach: What was developed as an instructional
tool to teach kids to learn their colors and how to spell is also being used
by blind children as an instrument for independence. Dora i-crayons™ use a battery-operated
plastic base to connect to the plastic end of a Dora i-crayon™. Once inserted,
Dora exclaims the name of the color and its spelling. She will then say an object
that shares the same color as the crayon, followed by the color in Spanish.
The same idea has been applied with different Nickelodeon themes including Blue’s
Clues and SpongeBob. If you order from Independent Living Aids, they will place
Braille labels on each crayon so that your child can also learn the spelling
of the color in Braille. The NOPBC recently acquired a set and experienced a
few glitches in the product. The crayons have a tendency to break in the plastic
head, rendering them useless. You can buy replacement crayons at a lower cost
than the full set, but it is still something to note. Also, if the crayon is
not inserted fully, the color will be recognized incorrectly.

MATH AIDSETA Cuisenaire®: This tip comes from the New Jersey Parents of
Blind Children newsletter. “Check out the ETA Cuisenaire® Math K-12 catalog
for an awesome array of hands-on math tools. Contact (800) 445-5985 or visit
<www.etacuisenaire.com>.”

IEP on DVDSelf-Determination Using Self-Directed IEPs: This advertisement comes
courtesy of Virginia Commonwealth University Rehabilitation Research and Training
Center on Workplace Supports and Job Retention. “In this 90-minute DVD, presenters
share strategies for achieving self-determination in the transition planning
process.” Recommended practices centered around self-determination are described
and backed up by an interview with participants who used this method throughout
their IEP process. The DVD is sold for $19.95. To order, contact Roberta Martin
at (804) 827-0749 or <rsmartin@vcu.edu>. Or write to VCU-RRTC, P. O. Box
842011, Richmond, Virginia 23284.

SPEAK EASY (AND FREE!)New Screenreader Technology Is Free for Personal Use: Screenreader.net
is a nonprofit organization that produces free screenreader computer software
for the blind. Their program, Thunder, is a free screenreader that currently
operates with Windows XP, 2000, and the new Vista operating system. Screenreader.net
guarantees that it will work with Microsoft Word, Outlook Express, and Internet
Explorer, and says that it may also work with other programs. For more information,
visit <www.screenreader.net>.

NEW TECHNOLOGY FROM LEVELSTARGet the Icon Early Bird Edition: LevelStar has announced the early
version of their new Icon mobile manager technology for the visually impaired.
The Icon stores 1,000s of books and songs as well as a calendar, address book,
e-mail, word processor, voice recorder, music player and many more software
applications. The Icon’s Web browser is not available for this special offer,
but will be provided free of charge to Early Bird participants when the full
version of the Icon is released. For more information, call (800) 315-2305 or
visit <www.levelstar.com>.

PRICE CUT!Great News from Creative Adaptations for Learning (CAL): “CAL has drastically
reduced its prices! Thanks to the underwriting and sponsorship of its many supporters,
CAL is now able to lower its prices, making CAL-tac™ tactile pictures available
to a much wider audience of children who are blind, visually impaired, or who
have other special needs.” For additional information or to request a catalog
in large print or Braille, contact: Creative Adaptations for Learning, 38 Beverly
Road, Great Neck, New York 11021. You can contact them by phone at (516) 466-9143,
by e-mail at <calinfo@cal-s.org>, and online at <www.cal-s.org>.

National Federation of the Blind Divisions
Spring 2007
Divisions are listed alphabetically by name. Details and contact information
are provided by the division. If a division listing does not have contact information
or is inaccurate, please contact Joanne Wilson, director of Affiliate Action,
National Federation of the Blind, at <jwilson@nfb.org>; (410) 659-9314,
extension 2335.

Deaf-Blind Division of the National Federation of the
Blind
President: Robert Eschbach
1186 North Verbena Place
Casa Grande, Arizona 85222-5440
Phone: (520) 836-3689
E-mail: Rmesch@earthlink.net
Web site: http://www.nfb-db.org/
A membership organization of deaf-blind persons working nationally to improve
services, training, and independence for the deaf-blind. Offers personal contact
with other deaf-blind individuals knowledgeable in advocacy, education, employment,
technology, discrimination, and other issues surrounding deaf-blindness.

Diabetes Action Network for the Blind
President: Lois Williams
3305 Stonebrook Circle Northwest
Huntsville, Alabama 35810
Home: (256) 852-4143
E-mail: loiscares898@yahoo.com
This is the leading support and information organization of persons losing vision
due to diabetes. Provides personal contact and resource information with other
blind diabetics about nonvisual techniques of independently managing diabetes,
monitoring glucose levels, measuring insulin, and other matters concerning diabetes.
Publishes Voice of the Diabetic, the leading publication about diabetes
and blindness.

National Association of the Blind in Communities of
Faith
President: Tom Anderson
c/o Colorado Center for the Blind
2233 West Sheppard Avenue
Littleton, Colorado 80120-2038
Work: (303) 778-1130
E-mail: tanderson@cocenter.org
A membership organization of blind persons devoted to work in all faiths, denominations,
and religions. Provides support and resources to those interested in these concerns
and to all seminary and religious students.

National Association of Blind Entrepreneurs
President: Jim Bonerbo
733 Yonkers Avenue, Suite 304
Yonkers, New York 10704
Phone: (914) 476-8444
Home: (718) 325-8094
Fax: (914) 476-8446
E-mail: j.bonerbocpa@verizon.net
A membership organization of blind persons who are self-employed or are directing
personal businesses and those interested in starting their own business. Provides
advocacy and resource information and offers support for both the beginner and
the established entrepreneur.

National Association of Blind Lawyers
President: Scott LaBarre
1660 South Albion Street, Suite 918
Denver, Colorado 80222-4046
Phone: (303) 504-5979
Fax: (303) 757-3640
E-mail: slabarre@labarrelaw.com
Membership organization of blind attorneys, law students, judges, and others
in the law field. Provides support and information regarding employment, techniques
used by the blind, advocacy, laws affecting the blind, current information about
the American Bar Association, and other issues for blind lawyers.

National Association of Blind Office Professionals
President: Lisa Hall
9110 Broadway Street, Apartment J-103
San Antonia, Texas 78217-6104
Home phone: (210) 829-4571
Web site: www.zeli.net/nabop.html
Membership organization of blind secretaries and transcribers at all levels,
including medical and paralegal transcription, office workers, customer service
personnel, and many other similar fields. Addresses issues such as technology,
accommodation, career planning, and job training.

National Association of Blind Piano Tuners
President: Don Mitchell
218 St. Louis Way
Vancouver, Washington 98664-1257
Home: (360) 696-1985
Work: (360) 693-1511
E-mail: donmi@pacifier.com
Membership organization of blind persons working as professional piano technicians
and those interested in pursuing this career. Works with training schools for
piano tuning and addresses issues related to the advancement of new technology
regarding electronic pianos and keyboard equipment.

National Association of Blind Students
President: Ryan Strunk
647 West 17th Street
Fremont, Nebraska 68025
Home: (402) 730-4092
E-mail: r_strunk@hotmail.com
Web site: http://www.nfbstudents.org/
For over thirty years this national organization of blind students has provided
support, information, and encouragement to blind college and university students.
Leads the way in offering resources in issues such as national testing, accessible
textbooks and materials, overcoming negative attitudes about blindness from
school personnel, developing new techniques of accomplishing laboratory or field
assignments, and many other college experiences. Offers strong advocacy and
motivational support.

National Association to Promote the Use of Braille
President: Nadine Jacobson
5805 Kellogg Avenue
Edina, Minnesota 55424-1819
Home: (952) 927-7694
E-mail: nadine.jacobson@visi.com
Membership organization of blind persons working in various professions with
a common interest in promoting the use of Braille.

National Federation of the Blind in Computer Science
President: Curtis Chong
3000 Grand Avenue, Apartment 810
Des Moines, Iowa 50312-4238
Home: (515) 277-1288
Work: (515) 281-1361
E-mail: curtischong@earthlink.net
National organization of blind persons knowledgeable in the computer science
and technology fields. Works to develop new technologies, to secure access to
current technology, and to develop new ways of using current or new technologies
by the blind.

National Organization of Parents of Blind Children
President: Barbara Cheadle
1800 Johnson Street
Baltimore, Maryland 21230-4998
Work: (410) 659-9314, Extension 2360
E-mail: Bcheadle@nfb.org
Web site: www.nfb.org/nopbc
Support, information, and advocacy organization of parents of blind or visually
impaired children. Addresses issues ranging from help to parents of a newborn
blind infant, to mobility and Braille instruction, education, social and community
participation, development of self-confidence, and other vital factors involved
in the growth of a blind child. Strong national network of contacts with other
parents offers encouragement and positive philosophical support. Publishes
Future Reflections, the leading national magazine for parents and teachers
of blind children. The NOPBC also has a listserver for parents of blind children
called blindkid.

National Organization of the Senior Blind
President: Judy Sanders
111 Marquette Avenue South, Apartment 503
Minneapolis, Minnesota 55401-2027
Home: (612) 375-1625
E-mail: jsanders4@mn.rr.com
Membership organization of elderly blind persons providing support and information
to other blind seniors. Issues include concerns such as remaining active in
community and social life, maintaining private homes or living in retirement
communities or nursing homes, learning the techniques used by the blind, independently
caring for oneself, and maintaining a positive approach to vision loss.

Performing Arts Division of the National Federation
of the Blind
President: Dennis Holston
111 East 128th Street, Apartment 2T
New York, New York 10035
Home: (212) 933-0688
E-mail: dholston@nyc.rr.com
Web site: http://www.padnfb.starcitynet.com/
An organization of blind persons working in film, television, theater, and other
performing arts areas. Addresses issues and concerns related to these fields,
provides support and networking, and works to increase opportunities for the
blind in these careers. Want to learn more? Join our listserve at <http://www.nfbnet.org/mailman/listinfo/perform-talk>.

Science and Engineering Division
President: John Miller
10955 Deering Street
San Diego, California 92126
Home: (858) 527-1727
E-mail: jmiller@ccpu.com
Blind persons with expertise and experience in fields such as genetics, telecommunications,
biology, chemistry, physics and nuclear physics, or mechanical, electronic,
and chemical engineering. This is a strong support group to encourage blind
persons in pursuit of these careers, many of which have been considered not
possible for the blind in the past.